Using Assessment and Feedback

Using Assessment and Feedback Gifted children require differentiated instructions to progress from what they already know to what they are yet to learn (Winebrenner, 2009). According to Sands and Barker (2004), teachers differentiate instructions by planning the implementation of curriculum and instructions with an understanding that learners differ in various ways. In this case, the complexity of content is varied depending on the ability of a student.Advertising We will write a custom essay sample on Using Assessment and Feedback specifically for you for only $16.05 $11/page Learn More Therefore, the philosophy of differentiation is that a student’s assessment begins before a subject is introduced and continues after the subject ends (Braud, n.d.). Additionally, feedback, from the assessment, should be used to improve the curriculum and the methods of teaching (Braud, n.d.). This essay discusses how assessment and feedback can be used to differentiate instructions in an effort t o support multiple intelligences in gifted class. Assessments refer to tasks assigned to students with the aim of determining the degree to which they have acquired skills and knowledge in a given subject (Curtiss, n.d). This means that assessments determine the extent to which the curriculum has been mastered by students (Winebrenner, 2009). For gifted students to make positive progress, assessments should be done consistently. Besides, students must be encouraged to develop ways of assessing their independent studies. Assessments are usually done before and after a task. Consequently, there is a pre-assessment and a post-assessment. In a pre-assessment, teachers strive to find out what students already know. This helps them avoid materials that students are familiar with or methods that are ineffective to students (Winebrenner, 2009). A typical method of performing a pre-assessment is squaring off (Curtiss, n.d). In squaring off, post cards describing the level of knowledge in a g iven subject are placed at each corner of the classroom. Students are then allowed to move to a corner that conforms to their knowledge on the subject. On the other hand, a post assessment is undertaken to find out what the students have learned from a given subject (Curtiss, n.d). The most exiting method of performing a post- assessment aimed at differentiating instruction to support multiple intelligences in students is the use of wraparounds (Curtiss, n.d). In this case, students form a circle where each demonstrates what he had learned in class (Curtiss, n.d). Additionally, the student is required to apply the knowledge from a lesson, illustrate something from it and provide a real life example (Curtiss, n.d).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Providing feedback is one of the surest ways of highlighting progress in a student. Feedback gives a student the opportunity to che ck with the teacher or a mentor and, therefore, ask questions (Intel, n.d.). Furthermore, feedback enables teachers to improve on their curriculum and teaching methods. Consequently, teachers are able to further differentiate learning instruction by modifying the five elements of differentiation through feedback. According to Winebrenner (2009), these elements include content, process, product, environment and assessment. A teacher is responsible for teaching student the content. A student who learn the content in less time or already know some of the content, qualifies for differentiate learning (Sands and Barker, 2004). Sands and Barker (2004) further reaffirm that use of more complex learning materials and learning centers, compacting and use of mentors are some of the ways of differentiating content. The process is the method used by students to make sense of concepts, generalization and required standards (Winebrenner, 2009). Teachers can differentiate the learning process by u se of flexible groups and sophisticated research (Winebrenner, 2009). According to Winebrenner (2009), the product entails the way students illustrate and exhibit their awareness of the content and process. For that reason, teachers differentiate products by allocating useful resources to students and demonstrating how these resources are used. Lastly, the environment is the physical setting and conditions under which a student learns (Winebrenner, 2009). In this regard, changing the actual place where students learn and allowing students to work with mentors differentiate the learning environment (Winebrenner, 2009). Surprisingly, in a class, it is the most able rather than the least able who learn less new materials after a given period of time (Winebrenner, 2009). Therefore, fellow teachers should understand that the plight of the gifted students is just as remarkable as that of children who struggle to learn. Interestingly, most gifted children, understand most of the subject ma tter a teacher teaches (Winebrenner, 2009). These children, thus, must be excused from work and assignments that are not necessary to them. Winebrenner (2009) states that teachers are not only supposed to teach the content, but also ensure that all students learn new stuff daily. If gifted children complete a task with little or no effort, they may conclude that being smart means doing things easily. Consequently, they may not be able to counter challenges in the future. Differentiation should, therefore, be used to provide them with more challenging tasks (Tillman, 2003).Advertising We will write a custom essay sample on Using Assessment and Feedback specifically for you for only $16.05 $11/page Learn More In conclusion, it is worth noting that assessment and feedback can be used to differentiate instructions in a bid to support multiple intelligences in a gifted class. For that reason, enough attention should be given to gifted children in order to make t hem productive. References Curtiss, C. (n.d.). Creativity and instructional strategies: Differentiating for gifted students in the mixed-ability classroom. Retrieved from www.esc13.net/gt Braud, L. (n.d.). How to assess differentiated instructions. Retrieved from ehow.com/how_7761608_assess-differentiated-instruction.html Intel. (n.d.). Designing effective projects: Project-based to engage students. Teacher and peer feedback. Retrieved from http://educate.intel.com/en/ProjectDesign/InstructionalStrategies/Feedback Sands, D. I. Barker, H.B. (2004). Organized chaos: Modeling differentiated instructions for preservice teachers. Teaching and learning, 19(1), 26-49. Retrieved from und.nodak.edu/dept/ehd/journal/Fall%202004/sands.pdf Tillman, M. (2003). Differentiated instruction – an overview. Retrieved from 3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinstructoverview.htm Winebrenner, S. (2009). Teaching gifted kids in the regular classroom: Strategies and tech niques every teacher can use to meet the academic needs of the gifted and talented. Free Spirit Publishing. Retrieved from https://books.google.com/books?id=G1n-uCl_e7ICdq=using+assessment+and+feedback+strategies+in+differentiated+instruction+for+a+gifted+classroomlr=source=gbs_navlinks_sAdvertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Justification and Weaknesses of the Non-Interpretive Model essays

Justification and Weaknesses of the Non-Interpretive Model essays Justification and Weaknesses of the Non-Interpretive Model Brief: Justification and Weaknesses of the Non-Interpretive Model The question of Constitutional interpretation still has yet to be resolved. Should only the explicit commands of our nations Founding Fathers be referenced in courts of law, or can it be justified that an outside body should extrapolate from the specific text of the Constitution to define and defend additional fundamental rights? Further, if this body, namely the Supreme Court, bases its decisions of constitutional relevance not wholly on exact interpretation, then regardless of reason, are they wholly illegitimate? The non-interpretive model allows the Court to interpret beyond the exact wording of the Constitution to define and protect the values of a society. The question of how the non-interpretative model can be justified must be answered. Despite much remaining confusion between the two models, it is clear that history has chosen the non-interpretative model without which many of the defining points in our nations history would be unjustified. The overwhelming strength of the non-interpretive model is that it has allowed for many fundamental decisions that have served to protect the natural rights of the members of this society. If on the other hand the interpretive model is to be accepted, a significant number of decisions must be revoked. Briefly, the majority of the due process clause is no longer...

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Short answer - Essay Example A deep understanding of the theory of international systems is therefore relevant to determine what are the policies enforced in conflict situation that may ran counter with domestic politics (Karns and Mingst, 2009). Spatial models for international disputes and theoretical concepts that could be key for cooperative resolution of issues (Bueno de Mesquita, 2010; Karns and Mingst, 2009). War causes devastation of properties and loss of untold number of lives; it costs billions of money in a territorial dispute, resource utilization, and due to revolution waged by people who wanted to change and democratize the system (Karns and Mingst, 2009). War in itself is a mirage of injustices and human rights violations as innocent civilians are stripped and subjected to indignity in the evacuation centers and in a perpetual flight for security and safety (Karns and Mingst, 2009). Experiences bared how war violated the fundamental and constitutional rights of all human beings. In a Hegelian doctrine of dialectics, the sad and traumatic experiences of war inspire people, and advocates from states and non-states for collaborative peace work to intercede for conflict resolution through meaningful dialogues and adoption of humanitarian principles for peace-building and conciliation efforts (Karns and Mingst, 2009). The peace-building efforts will include the need for accountabilit y and effective global governance (Karns and Mingst, 2009). The global economy is characterized by the interdependency of nations in the maximization of resources through liberalized trading and exchanges of goods based on the purchasing power of nations. International commerce and liberalization of economy, as initiated by the Group of Twenty (G20) paved for a peaceful era when territorial expansion done through war in the medieval era is replaced with economic trading and commerce as the alternate economic-politics (Goldstein and Pevehouse, 2012).

Application statement for MSc Marketing Personal

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Data Protection Act Essay Example for Free

Data Protection Act Essay Evaluate ways in which concerns about poor practice can be reported whilst ensuring whistle blowers and those who practice or behaviour being questioned are protected. The whistle blowing policy states that it is committed to openness, probity and accountability. The policy gives a voice to employees and others who have concerns about malpractice or feel that someone is not doing their job in school. In policies provide help and support if a member of staff for others need to speak up and feel that they are been supported. The school will take any concerns seriously and deal with them following procedures. The purpose of the policy is to make people feel that they are someone to talk to voice their concerns. How to raise the concern, you need to speak to a member of the SLT or write to the chair the governors. You will get a response within five working days. You will be asked to attend a meeting to voice your concerns and discuss them, they ask you write the problem down and give the names dates and places. After the meeting within 10 days you will receive a letter of your concern has been received and it outlined the issues and then tell you how they will deal with the matter if needed. If the SLT or chair a governor decides that an investigation is needed they will advise local authority, procedures for safeguarding of children will be followed. The investigation will not be carried out by anyone in your line management. If an investigation is carried out you will be informed of what is happening. The information that will be given to you may not be all the data involved because of the data protection act. If there is an anonymous allegation it can often be difficult to investigate it is better to raise concern in person. Anonymous allegations are investigated if the issue is a serious, the credibility of the allegation, being able to confirm the allegation (enough evidence). How the school trees whistleblowers. If you make an allegations in good faith no action will be taken against you if you make malicious allegations then disciplinary action can be taken against you. Disciplinary action can also be taken against other members of staff who try and stop employees raising concerns. Anybody who raises a concern has the opportunity to give feedback about any problems that you may have received this is so employees who raise a concern in good faith does not suffer.

Harry Potter and the Prisoner of Azkaban :: Harry Potter and the Prisoner of Azkaban

Harry Potter and the Prisoner of Azkaban - Summary and Evaluation Summary: The book â€Å"Harry Potter and the Prisoner of Azkaban† is the third book in the series about Harry Potter. In this book, Harry is in his third year at Hogwarts School for Witchcraft and Wizardry. The Prisoner of Azkaban in this book is Sirius Black, who everyone believes is responsible for killing 13 muggles (non-wizards). They also believe he told Voldemort where Lilly and James Potter were hiding. Azkaban is a prison where evil wizards are jailed. At the beginning of the book, Sirius escapes from Azkaban. At Hogwarts, there is a worry that Sirius will come after Harry. There are guards posted around the school. The guards are called Dementors, which are not human, and they feed off human souls and energy. The Dementors have a strange effect on Harry, which makes him blank out and hear his mother’s dying words. Professor Lupin helps Harry create a Patroness to help fight off the effects of the Dementors. While all this is happening, Harry is training for the Quiddich cup championship at school. Harry sees Crookshanks, the cat, wandering around with a big black dog during the night. It turns out that Sirius is an animongous, disguised as the big black dog. After many twists and turns in the story, Sirius ends up meeting Harry. Sirius is really not bad and it is Peter Pettigrew (the rat) that did all the bad things. Sirius and Harry become friends but Pettigrew gets away. Dumbledore, the head of the school, decides that Dementors will never be at the school again because they tried to attack two students. Of course, Harry’s team also wins the Quiddich championship! †¦Ã¢â‚¬ ¦ 'The Worst Birthday' ---  Ã‚  Ã‚  Ã‚  Ã‚  Before you start reading the book (and if you've read the previous book!) get the children to make a list of all the important things that happened in the first book that they think the reader will need to know in order to understand and enjoy the second book. Which information is the most important? Which information could the reader manage without? Make a checklist and tick off the information as you read through the second book and as J.K. Rowling mentions it. (GP)   Ã‚  Ã‚  Ã‚  Ã‚  Get the children to write an 'Introduction to Harry Potter' -> the intended audience is a person who hasn't read the first book and wants to understand what all the fuss is about before reading the second book. Harry Potter and the Prisoner of Azkaban :: Harry Potter and the Prisoner of Azkaban Harry Potter and the Prisoner of Azkaban - Summary and Evaluation Summary: The book â€Å"Harry Potter and the Prisoner of Azkaban† is the third book in the series about Harry Potter. In this book, Harry is in his third year at Hogwarts School for Witchcraft and Wizardry. The Prisoner of Azkaban in this book is Sirius Black, who everyone believes is responsible for killing 13 muggles (non-wizards). They also believe he told Voldemort where Lilly and James Potter were hiding. Azkaban is a prison where evil wizards are jailed. At the beginning of the book, Sirius escapes from Azkaban. At Hogwarts, there is a worry that Sirius will come after Harry. There are guards posted around the school. The guards are called Dementors, which are not human, and they feed off human souls and energy. The Dementors have a strange effect on Harry, which makes him blank out and hear his mother’s dying words. Professor Lupin helps Harry create a Patroness to help fight off the effects of the Dementors. While all this is happening, Harry is training for the Quiddich cup championship at school. Harry sees Crookshanks, the cat, wandering around with a big black dog during the night. It turns out that Sirius is an animongous, disguised as the big black dog. After many twists and turns in the story, Sirius ends up meeting Harry. Sirius is really not bad and it is Peter Pettigrew (the rat) that did all the bad things. Sirius and Harry become friends but Pettigrew gets away. Dumbledore, the head of the school, decides that Dementors will never be at the school again because they tried to attack two students. Of course, Harry’s team also wins the Quiddich championship! †¦Ã¢â‚¬ ¦ 'The Worst Birthday' ---  Ã‚  Ã‚  Ã‚  Ã‚  Before you start reading the book (and if you've read the previous book!) get the children to make a list of all the important things that happened in the first book that they think the reader will need to know in order to understand and enjoy the second book. Which information is the most important? Which information could the reader manage without? Make a checklist and tick off the information as you read through the second book and as J.K. Rowling mentions it. (GP)   Ã‚  Ã‚  Ã‚  Ã‚  Get the children to write an 'Introduction to Harry Potter' -> the intended audience is a person who hasn't read the first book and wants to understand what all the fuss is about before reading the second book.