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Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development). Constructs that a student cannot do at all The dynamic assessment procedure accounts is highly interactive and process-oriented [ 1 ] It has become popular among educators, psychologists, and speech and ...
Kaufman argued that an actual need can only be identified independent of a proposed solution. According to Kaufman, to conduct a good-quality needs assessment, determine the current results and articulate the desired results; the distance between results is the actual need. Once a need is identified, then a solution can be selected. [5] [6] [7]
Relationships build a community: People must be connected in order for sustainable community development to take place. Citizens at the center: Citizens should be viewed as actors—not recipients—in development. Leaders involve others: Community development is strongest when it involves a broad base of community action.
An example of a vision statement: The Carrington Public School System is committed to seeing students exercising self-control, being accountable, showing respect, actively learning, inquiring, discussing, questioning, debating, self-motivated, creating, connecting instruction to life, and reflecting and revising.
[3] [4] Display questions bear similarities to closed questions in terms of their requirement for short and limited answers and they can be classified under convergent questions. On the other hand, referential questions and open questions are similar in their requirement for long, often varied, answers, and can be grouped under divergent questions.
The students are placed in small groups or teams. The class in its entirety is presented with a lesson and students are subsequently tested. Individuals are graded on the team's performance . Although the tests are taken individually, students are encouraged to work together to improve the overall performance of the group.
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Learning development describes work with students and staff to develop academic practices, with a main focus on students developing academic practices in higher education, which assess the progress of knowledge acquired by the means of structural approaches (Tejero, 2020).