南十字星代写essay:评估序列分析

2017-09-01 10:19

对10课的时期使用的课程和评估方法的序列分析，评估通过提问和迷你白板活动得到了很好的结果，它表明我清楚学生的误解和栽培生产和思维在回答之前的文化，但当我为他们的书，我看到一些很明显的错误，我指出重复迷你白板活动期间。学生们可能会从同行那里抄袭答案，只是害怕指出错误，害怕提问。因此，迷你白板活动是评估学生的理解的一种非常有效的方法，它已显示出巨大的有效性在所有我的教训，因为它使学生理解的深度测试，但它是不是100%准确的学生有时会从他们的同龄人的拷贝，如果他们的目标和答案是错的，他们可能可以复制的答案从他们的同龄人避免误会的下一个问题。提问时也是如此，大部分天才学生回答问题。有针对性的问题有助于鼓励学生回答问题，如通过诊断评估和阅卷，教师知道哪些学生有目标。但是，如果质疑和使用微型白板的文化仍然存在，它将帮助学生更努力地学习，并在整个课程中保持注意力。通过批改书本的评估，可以清楚地了解学生在课堂上取得了多大的进步和做功课。家庭作业帮助我，我要求一些学生在课间休息时来清理他们的错误观念，我也复习了一些复习课程，我在课堂上批改了这些概念，并通过批改作业来帮助那些成绩不太好的学生。在阅卷时，我开始与学生对话，例如“如何更好地解决这个问题”，并给他们示范答案，学生一回来就要评论他们的错误，这有助于建立学生教师对话的环境。
南十字星代写essay:评估序列分析
Analysing the sequence of lessons and assessments methods used during the period of 10 lessons, assessing through questioning and mini white board activity showed very good results as , it showed me clearly students misconceptions and cultivated the culture of engaging and thinking before answering, but when I marked their books, I saw some very obvious mistakes repeated which I pointed during mini white board activity. There is a potential risk of students copy the answers from peers just of the fear of getting pointed for mistakes and they are hesitant to ask questions. Therefore, mini white board activity is a very effective way to assess students understanding and it has shown a tremendous effectivity during all my lessons as it enables to test the depth of students understanding but it is not 100 percent accurate as students sometimes tend to copy from their peers, if they were targeted and the answer was wrong, they potentially can copy answer of next question from their peers to avoid embracement. It is the same case in questioning, mostly gifted students answer questions. Targeted questions help to encourage students to answer questions, as through diagnostic assessments and marking books, teachers knows which student to target. But if the culture of questioning and use of mini white boards remain there, it will help students to try harder and remain attentive throughout lessons.Assessing through marking books gives a very clear idea that how much progress student has made in the class and by doing their homework. Spread sheet of homework helped me and I asked some students to come during break time to clear their misconceptions, I also ran revision lessons where I cleared those concepts and did target questions from less progressing pupils through marking books. During marking books I started a dialogue with students, for example "how this question can be made better" and by giving them model answers, as soon as pupils got their books back they had to comment on their mistakes, which helped in building an environment of student's teacher's dialogue.

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