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Assessment for Learning: Assessment practices are used to monitor ELLs' progress, identify areas of need, and adjust instruction accordingly. Teachers may use a variety of formative assessment techniques, such as observation, questioning, and performance tasks, to gather information about ELLs' language development and academic achievement.
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
One who is an expert creates the boundaries—or ignores them altogether. While editing Wikipedia: Beginners don't know (or are only starting to learn) the rules. Intermediate users learn the rules. Advanced users learn the spirit of the rules. Finally, once users understand the spirit of the rules and principles, they can sometimes ignore them.
Experts demonstrate seamless integration of perception and action. An expert chef creates dishes without recipes, intuitively adjusting techniques and ingredients based on specific circumstances. Expert drivers intuitively lift their foot off the accelerator rather than braking. Their performance happens without deliberation or decision-making.
Reflection allows students to "compare their own problem-solving processes with those of an expert, another student, and ultimately, an internal cognitive model of expertise" (p. 483). [1] A technique for reflection would be examining the past performances of both an expert and a novice, and highlighting similarities and differences.