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This document summarizes key points from chapters 7-10 of a book by Chance regarding teaching methods and assessment. It includes:
1. Defining formal vs informal assessment and the purpose of assessment.
2. Six rules for assessment, including using tests to guide teaching, giving short frequent tests, and making tests about learning not punishment.
3. Guidelines for using rewards in the classroom, such as providing rewards when interest is low and emphasizing intangible rewards.
4. Suggested techniques for increasing student comprehension like problem-solving and setting problems aside temporarily.
This document summarizes key points from chapters 7-10 of a book by Chance regarding teaching methods and assessment. It includes:
1. Defining formal vs informal assessment and the purpose of assessment.
2. Six rules for assessment, including using tests to guide teaching, giving short frequent tests, and making tests about learning not punishment.
3. Guidelines for using rewards in the classroom, such as providing rewards when interest is low and emphasizing intangible rewards.
4. Suggested techniques for increasing student comprehension like problem-solving and setting problems aside temporarily.
This document summarizes key points from chapters 7-10 of a book by Chance regarding teaching methods and assessment. It includes:
1. Defining formal vs informal assessment and the purpose of assessment.
2. Six rules for assessment, including using tests to guide teaching, giving short frequent tests, and making tests about learning not punishment.
3. Guidelines for using rewards in the classroom, such as providing rewards when interest is low and emphasizing intangible rewards.
4. Suggested techniques for increasing student comprehension like problem-solving and setting problems aside temporarily.
1. How does Chance define assessment? What can a teacher expect to learn from the assessment of students? 2. What is the difference between formal and informal assessment? 3. Chance provides six rules for assessment: a. The best reason for giving a test is to find out what you need to teach b. Tests should be short and give frequently c. A test should be a learning experience d. Provide immediate and specific feedback e. Test on what you want students to be able to do f. Make tests, not the teacher, the enemy Select two of these rules and explain what they mean to you and why they are important. 4. Do rewards systems have a positive effect on student learning? 5. Chance offers eight guidelines for the use of rewards: a. Provide rewards when interest is low b. Emphasize intangible rewards c. Use the weakest intangible reward that will motivate d. Use rewards as surprises more often than as incentives e. Give rewards when they have been earned f. Identify the behavior being rewarded g. Vary the reward to fit the student h. Point out the natural rewards Select three of these guidelines and explain what they mean to you along with why they are important. 6. What are some of the techniques Chance suggests for increasing student comprehension, understanding, and learning? 7. Chance discusses how recall can be improved? Name at least three of the things students might do to increase their recall of material. 8. One of the problem-solving techniques that Chance advocates using is to set the problem aside for a short time. Why do you think that doing so can help a person improve their success in solving the problem? 9. What do you think the following sentence means, or how would you interpret the meaning? To be successful at classroom management, the teacher must first own the problem. 10.Chance shares a poem by David McCord: The Decent docent doesnt doze; He teaches standing on his toes. What is Chance trying to say about classroom management? 11.What are some of the other techniques that Chance suggested (or that you have in your own toolbox) for dealing with student misbehavior?