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In addition, students' language proficiency greatly affects the chances of being asked display questions by the teacher. Teachers are more likely to pose display questions to the student with a lower proficiency on the topic being discussed. The teachers' teaching skills also correlates to the frequency at which display questions are asked.
An open-ended question is a question that cannot be answered with a "yes" or "no" response, or with a static response. Open-ended questions are phrased as a statement which requires a longer answer. They can be compared to closed-ended questions which demand a “yes”/“no” or short answer. [1]
The incorporation of classroom assessment techniques is an age-old concept which teachers have been using and practicing for years. Whether a teacher uses a technique learned in training, or simply a strategy conjured up on their own, teachers need to know if their methods are successful and many feel that the desire to understand students' comprehension is instinctive.
A teacher asks students to turn in a research proposal for early feedback. Lesson exit ticket to summarize what students have learned. A teacher uses an entry ticket to start class off with a quick question for students to answer about the previous day's lesson. A teacher asks students to draw a sketch to visually represent new knowledge.
An example of soft scaffolding in the classroom would be when a teacher circulates the room and converses with his or her students. [30] The teacher may question their approach to a difficult problem and provide constructive feedback to the students. According to Van Lier, this type of scaffolding can also be referred to as contingent scaffolding.
Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
Integration of reflective writing must be shown in the classroom and the student's curriculum to ensure they address student learning as well as classroom objectives. [20] Nonetheless, reflective writing is becoming increasingly important in education, as reflecting on completed work helps students see room for improvement. [21]
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.
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