It shows both the teacher and the students what is known before instruction has occurred. Similarly, if a teacher discovers that a group of students has already mastered a large portion of a unit of study, he can design activities that allow that group to go beyond the standard curriculum for that topic through independent or small group study.įinally, it creates a baseline for assessing future learning. He can then provide remediation for those students so that they can fully engage with new content. It may show a teacher that a small group of students needs additional instruction on a particular portion of a unit or course of study. Second, it provides information to individualize instruction. This cuts down on student frustration and boredom. When a teacher knows exactly what students know or don’t know about a topic, she can focus lessons on the topics students still need to learn about rather than what they already know. First, it allows teachers to plan meaningful and efficient instruction.
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