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In this course we are asked to create our own Digital Language Learning Material
and it is actually a useful tool that we can use during our teaching learning in the
school.
Purposes
to create motivating, memorable and inclusive learning experiences.
to enhance students' classroom experiences and improve learning outcomes.
Varying the delivery method of instruction.
Rationale
They are more flexible, and therefore better for teaching and learning.
They can be kept up to date while textbooks in areas other than math can
become dated quickly.
Can reduce costs-paper waste.
Theories of teaching and learning
Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted
that "to satisfy the practical demands of education, theories of learning must be
'stood on their head' so as to yield theories of teaching." Teaching is guiding and
facilitating learning, enabling the learner to learn, setting the conditions for
learning. If, like B.F. Skinner, you look at learning as a process of operant
conditioning through a carefully paced program of reinforcement, you will teach
accordingly. If you view second language learning basically as a deductive
rather than an inductive process, you will probably to choose present copious
rules and paradigms to your students rather than let them "discover" those rules
inductively Jerome Bruner (1966b:40-41).
Based on the theories above, it clearly stated that teaching and learning should engage,
challenge and motivate learners. By using the digital language learning material we
believe that pupils can get all the benefits and could achieve all the aims and goals
needed by Ministry of Education as well.
SUMMATIVE ASSESSMENT
Summative assessments are used to evaluate student learning, skill acquisition, and academic
achievement at the conclusion of a defined instructional periodtypically at the end of a project,
unit, course, semester, program, or school year. Generally speaking, summative assessments are
defined by three major criteria:
The tests, assignments, or projects are used to determine whether students have learned
what they were expected to learn. In other words, what makes an assessment summative
is not the design of the test, assignment, or self-evaluation, per se, but the way it is used
i.e., to determine whether and to what degree students have learned the material they have
been taught.
Summative assessments are given at the conclusion of a specific instructional period, and
therefore they are generally evaluative, rather than diagnostici.e., they are more
appropriately used to determine learning progress and achievement, evaluate the
effectiveness of educational programs, measure progress toward improvement goals, or
make course-placement decisions, among other possible applications.
Summative-assessment results are often recorded as scores or grades that are then
factored into a students permanent academic record, whether they end up as letter grades
on a report card or test scores used in the college-admissions process. While summative
assessments are typically a major component of the grading process in most districts,
schools, and courses, not all assessments considered to be summative are graded.
Administration:
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Test instructions should include information about guessing, use of time, and marking the
answer sheets. It maybe helpful to warn examinees to do their own work. Caution
students to double check coding of Name and ID Number and Section Number on each