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Teaching of English (EDU516)

 

Assignment 3 (Spring 2016)

Total Marks: 20

(Lesson No.36-40)                                                                             

 

Objective:

To assess the students’ understanding of concepts of teaching and motivate them for implementing lesson planning practically.

 

Instructions:

 

  • Late assignments will not be accepted.
  • If the file is corrupt or problematic, it will be marked zero.
  • Plagiarism will never be tolerated. Plagiarism occurs when a student uses work done by someone else as if it was his or her own; however, taking the ideas from different sources and expressing them in your own words will be encouraged.
  • No assignment will be accepted via e-mail.
  • The solution file should be in Word document format; the font color should be preferably black and font size should be 12 Times New Roman.
  • 1 marks will be deducted if formatting is not according to the mentioned criteria

 

 

 

Q1: Why learners progress is important? Elaborate.                                            10

Q 2:  Write a detail note on  feedback?                                                                   10

Views: 292

Replies to This Discussion

Q#2. Feedback: 

  1. Feedback Feedback is a mechanism, process or signal that is looped back to control a system within itself. Feedback refers to messages or information that is sent back to the source from where the message came. It also refers to degree to which carrying out activities required by job results in the individual’s obtaining direct and clear information about the effectiveness of his/her performance.
  2. Types of Feedback
  3. Thus, positive feedback will encourage us to repeat behaviors that lead us toward our goal when it signals our commitment, but not when it signals that we’ve made sufficient progress. So, for example, as Fishbach writes, “…a math student who receives a high test score and infers that she likes math will work harder as a result, whereas a classmate who receives similar positive feedback and infers sufficient progress will relax her efforts and focus on spending time with her friends.”

    Negative feedback, on the other hand, will encourage us to try again and/or harder when we at first fail if that failure signals that we’ve made insufficient progress, but discourage us from continuing to try if it signals insufficient commitment. Thus, according to Fishbach, “…a math student who receives a bad test score and infers lack of commitment will subsequently reduce her efforts, whereas her classmate, who infers insufficient progress from the negative feedback, will subsequently work harder.”

  4. Effective

    • Goal is to get student to internalize the effective feedback to use the suggested strategies independently on future work.
    • Feedback that is intended to be used by the learner to independently move their reasoning to the next level.
    • Criteria-based phrases are used to describe the strengths and weaknesses of the learner’s work.
    • Limits feedback to one or two traits/aspect of quality at a time.
    • Students should have an opportunity to “redo” their work based on the effective feedback.
    • “I agree with the pattern that you have identified in the table.  I am not convinced that the rule you wrote works for all the values in the table.  How could you prove this?”

    Descriptive

    • Goal is to improve student achievement by telling the learner how to move forward in the learning process. 
    • Feedback that is intended to tell the learner what needs to be improved.
    • Feedback isn’t as effective in getting students to move forward in the learning process.
    • “You accurately found the number of students in 4th grade who said chocolate ice-cream was their favorite.  You now need to divide this number by the total number of students to get the percent who said chocolate ice-cream was their favorite.”

    Evaluative

    • Goal is to measure student achievement with a score or a grade.
    • Feedback that is intended to summarize student achievement. 
    • It does not give guidance on how to improve the learner’s reasoning. 
    • Since it is not intended to move students forward in the learning process, it can be given on summative assessments.
    • “Your explanation of your work is the best that you have done.  Nice use of sequence words in your explanation.”

    Motivational

    • Goal is to make the learner feel good.
    • Feedback that is intended to encourage and support the learner. 
    • It does not give guidance on how to improve the learner’s reasoning. 
    • Since it is not intended to move students forward in the learning process, it can be given on summative assessments.
    • “I like how you completed the assignment.”

     

     

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