Fostering student accountability for academic classwork, by providing content instruction, Creating supportive settings, Modeling desired outcomes, Assigning appropriate tasks, and Offering timely feedback can help teachers develop and implement strategies that support students’ efforts at various stages of doing their classwork. Providing content instruction: Assuring that all students understand and can apply the content associated with classwork means students make helpful connections between their previous learning experiences, the content, and the assigned classwork.
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Case Study 2
Joe is struggling in his reading class with written responses to his reading assignments, reading aloud, and his confidence in reading. His reading teacher …show more content…
233). "Also it is important for the teacher to provide quality content instruction by developing classroom learning environment that are learner-centered, knowledge-centered, and assessment -centered (p 14)". According to the star sheet, students will learn more as well as being accountable for completing class work if they can connect with the content of the work being taught to their learning and experience (p14). When assigning appropriate task, the task is suitable for the the student on all levels; such as content of background, motivation, the type of instruction, and time given to finish assignment …show more content…
The teacher should also determine the difficulty and how long the assignment is for the student.
Strategies that I feel will help Joe achieve goal #2 set for him by his teacher is offering timely feedback and creating supportive settings. According to the Star Sheet offering timely feedback is commenting to students on their classroom work while helping the students maintain their interest in that commitment (P 23).
An example of feedback is giving out stickers, verbal comments, written statements, and grades. The research and resource states Feedback should be provided to students while working (while a teacher is monitoring) as well as when the work is completed. Feedback should clearly indicate the student’s progression toward the expected learning performance (Evertson, Emmer, & Worsham, 2003). Informative feedback helps students “assess their progress with respect to major goals and to understand and correct errors or misconceptions” (Brophy, 2000) Feedback to students should identify the individual student’s progress toward mastery rather than make comparisons between students’ performances (Brophy,
.
Case Study 2
Joe is struggling in his reading class with written responses to his reading assignments, reading aloud, and his confidence in reading. His reading teacher …show more content…
233). "Also it is important for the teacher to provide quality content instruction by developing classroom learning environment that are learner-centered, knowledge-centered, and assessment -centered (p 14)". According to the star sheet, students will learn more as well as being accountable for completing class work if they can connect with the content of the work being taught to their learning and experience (p14). When assigning appropriate task, the task is suitable for the the student on all levels; such as content of background, motivation, the type of instruction, and time given to finish assignment …show more content…
The teacher should also determine the difficulty and how long the assignment is for the student.
Strategies that I feel will help Joe achieve goal #2 set for him by his teacher is offering timely feedback and creating supportive settings. According to the Star Sheet offering timely feedback is commenting to students on their classroom work while helping the students maintain their interest in that commitment (P 23).
An example of feedback is giving out stickers, verbal comments, written statements, and grades. The research and resource states Feedback should be provided to students while working (while a teacher is monitoring) as well as when the work is completed. Feedback should clearly indicate the student’s progression toward the expected learning performance (Evertson, Emmer, & Worsham, 2003). Informative feedback helps students “assess their progress with respect to major goals and to understand and correct errors or misconceptions” (Brophy, 2000) Feedback to students should identify the individual student’s progress toward mastery rather than make comparisons between students’ performances (Brophy,