Sodobni trendi poučevanja – na poti k samoregulaciji

Educators Douglas Fisher and Nancy Frey write, “Gone are the days when a quiet classroom was equated with a good one…. It matters who’s talking in class because the amount of talk that students do is correlated with their achievement.”

As British professor Dylan Wiliam notes, “The amount of feedback we can give our students is limited. In the longer term, the most productive strategy is to develop our students’ ability to give themselves feedback.” We can empower our students to track their own progress by offering them “I can” rubrics.

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Giving students choices and the means to assess their progress fosters metacognition and independence.
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