student knowledge of learning targets and assessmant?
91145
They should be told the goal and standards of every lesson being taught before they begin.
355903
http://www.assessment.com/\n\nThese are very good assessments.
72145
Your question isn't very clear as to what you are looking for, however I will give it my best attempt. I teach middle school students about mathematics everyday in the northeast. My aims and objectives in teaching are determined by a few sources. One source is my state's frameworks and grade level expectations, these drive my curriculum. I also have personal objectives in the classroom. These include things like tapping into student curiosity, connecting ideas to prior knowledge, and filling in the gap in the puzzle that is mathematics. I feel it is important for students to see the connections between the different topics they learn about.
220626
Hey there - I am Jo and I am doing a Bachelor of Primary Education with a Special Needs minor in Western Australia.\n\nI get the feeling this is an essay question.  I guess it depends on what you are referring to as "the alternative".  We have already discussed with PowerPoint as the alternative, I see, however as an education student who subscribes to the theory of Authentic Learning, lets say that the alternative is situated experience.\n\nPiaget believed that we "learn by doing and by thinking about our experience" (Shor, 1992, 17).  Education, in this case, is not something that is done TO students, but rather done BY students.  Authentic learning and assessment are, in my opinion, the way to go.  \n\nGardener idetified 7 learning styles - seven intelligences in his Multiple Intelligence theory.  You would find teaching with a piece of chalk caters only to those with strength in visual and possibly auditory intelligence.  Students who are strong in kinaesthetic intelligence or musical intelligence, for example, are overlooked.  This means we need to diversify the learning experiences we provide our students, and offer them the autonomy to make choices about which experiences will best suit them.\n\nI think this is the best way to ensure each of our students has optimal chances at success.  Think outside the square.\n\nPS.  In this question, you could think about whether the it is the teacher or the student who should be holding the chalk.
353093
I don't know if there is a MOST effective strategy.  Anything that gets the students thinking works well.  It also depends on how long the text is.\n\nSome ideas:  \n\nDecision walls - Put a yes/agree card on one wall and and a no/disagree on the other.  Make the students take a stand.  Ask them questions related to the text that they must agree or disagree with.  Get them to explain their answers.\n \nIf the text has pictures, give the kids one and ask them to predict the story.\n\nIf you're working with a non fiction text, try to give them a short (5 Q's) true false quiz with the strangest info in the text.  \n\nThere's always Think - Pair - Share to get the students thinking as well.
300817
You ask yourself what do you want the learners to be able to do after the end of the course. These are major objectives. For example, you want them to be able to access Yahoo Answers in an area of their expertise and to answer at least one question that receives a "best answer" rating. This objective includes a performance expectation (doing the task), conditions (in their area of expertise), and criterion for success (getting a best answer).\n\nThis would be an end result that is measurable, and describes the outcomes in terms of what students should do.\n\nEnabling objectives (called by various names) might be identified to help students reach the terminal objectives. E.g., demonstrate that they can access the site; log in successfully; locate questions in a topic known to the students; answer questions; determine when they have a best answer; etc.\n\nThe trick is to distinguish between lower-level and terminal objectives, so check some of the literature to better understand this.\n\nHope this helps.
640787
Speed; accuracy; literacy; reliability.
434321
Do you mean like curriculum standards?\n\nIf that is it, then you need to identify the standards that are being taught.  After that, you need to evaluate if the students are actually learning them.  For instance, PA Standard 1.1.11.A Learning to Read Independently states that students should be able to "locate various texts, media and traditional resources for assigned and independent projects before reading."  Essentially, students should be doing prereading excerises on their own.  Did they do that?  \n\nWhat you have to do is go through the entire curriculum and pick out the standards and make sure that they were met.\n\nI hope that helps.
1180225
Promote DEPTH of study. Don't make them drill skills they already know. Instead, have them learn a greater depth of knowledge toward each state standard, and focus on higher-order questions (Bloom's Taxonomy).\n\nHere's a couple sites with some wonderful information about curriculum compression and enrichment:\n\nhttp://www.kisser.net.au/pdeo/peac/page8.html\n\nhttp://www.nagc.org/
64180
The teaching technique is called student feedback.  The instructor is trying to determine if enough students have understood the material presented well enough to proceed to the next topic.
756238
DIfferentiate your instruction.  Check out the books by Carol Tomlinson on the subject.  You need to design lessons that allow for the content, format and assessment to be adapted to the needs of individual students.  Specific strategies depend a lot on which subjects you're teaching.\n\nBe sure to avoid seperating students by ability level.
337952
1. to tell the diff parts\n2. to do demonstrations\n3. for visual learners, they can understand better\n4. to study\n5. ...im out of ideas...\nhope it helped
310932
Begin by stating your aim, which pretty much involves rephrasing the question you were given. Then explain how you're going to use the data to achieve your aim.\n\nFor coursework I'd strongly advise asking your teacher if you need help - it counts towards your grade, and they know what gets high marks.
257302
I have attached the Yahoo! directory on learning aids for your reference. You might find something on there.\n\nhttp://dir.yahoo.com/Business_and_Economy/Business_to_Business/Education/Teaching_and_Learning_Aids/
872282
analysis and evalution. \ngreater vocab\ncultural appreciation
372021
goto \n\nhttp://oak.cats.ohiou.edu/~aw200200/esp/assessment.htm
126761
Do they possess the knowledge and can they help others learn it.