Theory and Practice Name: Course: College: Tutor: Date: Theory and Practice Teachers are usually faced with indecision over what to teach and what to assess (Schwab, 2004). Practice is looked at as putting theoretical concepts into action. Attention to differences between theory and practice is accompanied by criticism in curriculum studies, as well as educational leadership (Mullen, 2003)…
For instance, studies in mathematics and sciences have shown that better performance emanates from depth rather than breadth (Cogan & Schmidt, 2002). Teaching is termed successful, if students learn what has been taught. Therefore, this paper focuses on what students are learning. It is subdivided into three sections: the role of assessment in the context of instruction, most essential and long lasting concepts the students should be taught and, finally, the role of assessments. Beginning from looking at the role of assessment in the context of instruction, assessment is supposed to be developed to fit the learning targets set for the students in order to be supportive to the students. It should be consistent with methods of instruction as poor connection among learning targets. Instructions and assessment only amount to more than confusion and frustration leading to anger and despair. Learning is accompanied by a cognitive change and behavioral experience among people. Contrary to what teachers believe, much of what students learn come from experiences outside school rather than from classroom. Therefore, an ideal relationship should be established among learning targets, instructions and assessment. ...
In determining what students are to learn, it best begins with one’s knowledge of the subject combined with their values as an educator. No time is sufficient for a student to learn all that is required of them. Factory model of schooling in which teachers rush to cover a topic after topic leaves little or no time for internalizing ideas and making the concepts gained a solid part of the student’s cognitive and behavioral experience. Students retain little of what is taught in courses that is based on content coverage other than deep understanding of the concepts. In the event that students cannot learn all that is taught, wise choices ought to be made about what is possible in a given fixed time. Learning goals and learning objectives are the terms used as labels for statements about what teachers want students to learn. Learning goals reflect ultimate aims of schooling; whereas, learning objectives focus more on knowledge and skills that help students attain their goals. The term subject areas are used to refer to conventional titles of content taught in school, while discipline refers to fields or study and work. Four questions can assist in framing learning goals for teaching and these include: evaluating the dimensions of the subject are to be taught, the chief aspects of these subject areas to students of a certain year and the level of sophistication. Students can, hence, continue working on the broad goals after moving to other teachers. The third question is the knowledge and skills within the discipline that will help students understand the working of other people in the field, the knowledge of people in the field that makes them successful and their ...
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(Theory and Practice Research Paper Example | Topics and Well Written Essays - 1500 Words)
“Theory and Practice Research Paper Example | Topics and Well Written Essays - 1500 Words”, n.d. https://studentshare.net/education/60276-theory-and-practice.
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