使用正在进行的非正式评估可以帮助教师决定是否应该向有更多需求的学生提供支持。如果学生错过了关键步骤或者在特定技能方面表现不佳,那么可以立即获得支持。第三步(“你做”):在最后一步,学生可以独自工作或与同伴合作,以练习和展示他或她对教学的理解程度。合作的学生可以向同龄人寻求澄清,这是一种互惠教学,以便分享成果。在这一步结束时,学生将更多地关注自己和同龄人,同时越来越少地依靠老师来完成学习任务逐步释放责任的三个步骤可以在一天的课程中完成。 。这种教学方法遵循一个过程,在此过程中,教师减少了工作量,学生逐渐接受了更多的学习责任。逐步释放责任可延长一个星期,一个月或一年,在此期间,学生将培养能力成为有能力的独立学习者。这种逐步发布的责任战略适用于所有内容领域。当这个过程正确完成时,意味着教学重复三到四次,并且在内容领域的多个教室中重复逐步释放责任过程也可以加强学生独立性的策略。

英国约克郡教育学Assignment代写独立学习者

Using an ongoing informal assessment can help teachers decide if they should provide support to students with more needs. If a student misses a critical step or performs poorly in a particular skill, they can get immediate support. Step 3 (“Do You Do”): In the final step, students can work alone or with their peers to practice and demonstrate his or her understanding of teaching. Cooperative students can seek clarification from their peers, which is a reciprocal teaching to share results. At the end of this step, students will pay more attention to themselves and their peers, while fewer and fewer rely on teachers to complete the learning tasks. The three steps of gradually releasing responsibility can be completed in one day’s course. . This teaching method follows a process in which the teacher reduces the workload and the student gradually accepts more learning responsibilities. The gradual release of responsibility can be extended by one week, one month or one year, during which students develop the ability to become independent independent learners. This step-by-step responsibility strategy applies to all content areas. When this process is completed correctly, it means that the teaching is repeated three to four times, and the repeated release of the responsibility process in multiple classrooms in the content field can also strengthen the student’s independence strategy.

发表评论

电子邮件地址不会被公开。 必填项已用*标注