a) Which assessment tool to use, which test to formulate must be based on our performance objective. If our assessment tool is aligned with our performance objective, we can claim that our assessment tool is valid. In the concrete, this means that if we want to teach our students how to make Shrewsbury biscuits, we simply let them work with their kitchen equipments and see them bake…
Prefers to Learn by:
-Seeing tangible results
-practicing what he has learned
-following directions one step at a time
-being active rather than passive
-knowing exactly what is expected of her, how well the task must be done and why
Studying about ideas and how things are related
Planning and carrying out a project of his own making and interest
Arguing or debating a point based on logical analysis
Problem solving that requires collecting, organizing, and evaluating data
Studying about things that directly affect people's lives rather tha impersonal facts and theories
Receiving personal attention and encouragement from his teachers
Being part of a team-collaborating with other students
Activities that help her learn about herself and how she feels about things
Being creative and using his imagination
Planning and organizing her work in her own creative ways
Working on a number of things at one time'
Searching for alternative solutions to problems beyond those normally considered
Discussing real problems and looking for real solutions
Learns Best From:
Logical discussions and debates
Group experiences and projects
Personal expression and personal encounters
Creative and artistic activities
Open-ended discussions of personal and social values
Activities that enlighten and enhance-myths, human achievement, dramas,etc.
Doing things that have immediate, practical use
Being acknowledged for thoroughness and detail
Praise for prompt and complete work
Immediate feedback(rewards, priviledges,etc)
Time to plan and organize her work
Working independently or with other intuitive-
Working with ideas and...
To write down the steps of baking in order is one thing and to bake it is another thing. The scheme of work is challenging enough for those talented individuals or those in the Intuitive-feeling (self-expressive) and Sensing-Feeling (interpersonal) style of disposition. While for those gifted or those in the Sensing-Thinking (mastery) and Intuitive Thinker (understanding) style of disposition, this is too challenging.
The scheme of work for the year 8 is more on practical works, rather than thinking. The talented individuals are being prioritized; the course offers them the expressions of their ideas, kinesthetically, while the gifted individual's abilities are not well exercised. There should be additional measuring criteria involving them in fair percentage and ratings.
c) Having 12 visual, 9 kinesthetic, 3 auditory students, is a difficult thing to assess inside the classroom, this is where you need to give special attention to the following students, not only for the dominant number but those who are left aside. The visuals deal with the spatial intelligence and are in favor of the lesson, since they can see most of the time the process of how to bake. ...
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(Teaching Assignment Example | Topics and Well Written Essays - 2500 Words)
“Teaching Assignment Example | Topics and Well Written Essays - 2500 Words”, n.d. https://studentshare.net/education/285159-teaching-assignment.
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