8lMAnlnC1?

AS nu8 A8llAP
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Manag|ng the 1each|ng Learn|ng rocess of Mathemat|cs
(ract|ca| Approach)
Deve|op|ng the |esson p|an
Lesson lan or ln 8ahasa 8 ls a Leachers deLalled descrlpLlon of Lhe course of
lnsLrucLlon for one class Lesson lan ls Lhe rlghLs of Leachers or ln oLher words ls belong Lo
Lhe Leachers 1here are Mlnlmal requlremenLs of Lesson lan
O ldenLlLy
O lnformaLlon
O Alm
O ompeLence
O escrlpLlon learnlng resources
O 1eachlng conLenL or Leachlng maLherlal
1he common formaL of Lesson lan Lyplcally ln Lhls order
O 1ltle of Lhe lesson
O 1lme requlred Lo compleLe Lhe lesson
O LlsL of requlred motetlols
O LlsL of ectlves whlch may be ebovltol ectlves (whaL Lhe sLudenL can J aL
lesson compleLlon) or leJqe ectlves (whaL Lhe sLudenL s aL lesson
compleLlon)
O 1he set (or leadln or brldgeln) LhaL focuses sLudenLs on Lhe lessons skllls or
concepLsLhese lnclude showlng plcLures or models asklng leadlng quesLlons or
revlewlng prevlous lessons
O An lsttoctlol cmpet LhaL descrlbes Lhe sequence of evenLs LhaL make up Lhe
lesson lncludlng Lhe Leachers lnsLrucLlonal lnpuL and gulded pracLlce Lhe sLudenLs
use Lo Lry new skllls or work wlLh new ldeas
O JepeJet ptoctlce LhaL allows sLudenLs Lo exLend skllls or knowledge on Lhelr own
O A sommoty where Lhe Leacher wraps up Lhe dlscusslon and answers quesLlons
O An evolootl componenL a LesL for masLery of Lhe lnsLrucLed skllls or concepLs
such as a seL of quesLlons Lo answer or a seL of lnsLrucLlons Lo follow
O olysls componenL Lhe Leacher uses Lo reflecL on Lhe lesson lLself such as whaL
worked whaL needs lmprovlng
O A ctlolty componenL revlews and reflecLs on conLenL from Lhe prevlous lesson
All deLalls of Lesson lan should be wrlLLen down Lo asslsL Lhe smooLh dellvery of Lhe
conLenL 1he exLenL of Lhe deLall wlll vary dependlng on Lhe number of years of experlence
LhaL Lhe Leacher has and Lhe number of Llmes he/she has LaughL Lhe lesson Cbvlously a
Leacher wlLh several or many years of experlence may have plans LhaL are much less
deLalled Lhan beglnnlng Leachers
8elow ls a llsL of Lhe sLeps LhaL are usually lnvolved ln developlng a quallLy lesson plan as
well as a descrlpLlon of whaL each componenL should be
a 1he flrsL Lhlng LhaL you wlll have Lo conslder obvlously ls whaL you wanL Lo Leach
1hls should be developed based upon your sLaLe or local school sLandards ?ou also
need Lo be aware of whaL grade level you are developlng Lhe lesson plan for as well
as record a Llme esLlmaLe for your lesson plan Lo help you Lo beLLer budgeL your
Llme
b lf you wanL Lo make sure LhaL your lesson plan wlll Leach exacLly whaL you wanL lL Lo
Lhen you wlll need Lo develop clear and speclflc ob[ecLlves aL Lhe sLarL ?ou musL
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noLe LhaL Lhese ob[ecLlves should noL be acLlvlLles LhaL wlll be used ln Lhe lesson
plan 8aLher Lhey should be Lhe learnlng ouLcomes of Lhose acLlvlLles
c ?ou would probably flnd ouL exacLly whaL maLerlals you are golng Lo use laLer
however Lhey should be shown early ln your lesson plan 1hls way lf someone else
declded Lo sLarL uslng your lesson plan Lhey would know ln advance whaL maLerlals
would be requlred
d ?ou may also wanL Lo wrlLe ouL an AnLlclpaLory SeL whlch would be a greaL way Lo
lead lnLo Lhe lesson plan and develop Lhe sLudenLs lnLeresL ln learnlng whaL you are
geLLlng ready Lo Leach A good example deals wlLh a lesson on fracLlons 1he Leacher
could sLarL by asklng Lhe sLudenLs how Lhey would dlvlde up a plzza Lo make sure
each of Lhelr 3 frlends goL an equal amounL of ple and Lell Lhem LhaL Lhey can do
Lhls lf Lhey know how Lo work wlLh fracLlons
e AL Lhls polnL you need Lo wrlLe Lhe sLepbysLep procedures LhaL wlll be performed
Lo reach each of Lhe above menLloned ob[ecLlves 1hese donL have Lo lnvolve every
llLLle Lhlng LhaL Lhe Leacher wlll say and do buL Lhey should llsL Lhe relevanL acLlons
LhaL Lhe Leacher needs ln order Lo perform Lhem
f AfLer Lhe above menLloned procedures have been compleLed you may wanL Lo
provlde your sLudenLs wlLh Llme for lndependenL pracLlce lor Lhe example of above
sLudenLs could be glven some Llme Lo add dlfferenL numbers of unlflx cubes LogeLher
LhaL a parLner would provlde Lhem wlLh
g !usL before you sLarL movlng on Lo Lhe assessmenL phase you should be prepared Lo
creaLe some sorL of closure for Lhe lesson plan A good ldea for Lhls ls Lo reLurn Lo
your anLlclpaLory seL for example you can ask sLudenLs how Lhey would dlvlde up
LhaL ple now LhaL Lhey know how Lo work wlLh fracLlons (check sLep 4)
h now you wanL Lo wrlLe your assessmenL/evaluaLlon Many lesson plans donL really
need Lhem buL mosL of Lhem should have some sorL of evaluaLlon of wheLher or noL
Lhe ob[ecLlves were reached 1he key Lo dolng Lhls ls Lo make sure LhaL Lhe
assessmenL speclflcally measures wheLher Lhe ob[ecLlves were reached or noL
l ?ou should make dlfferenL dlrecLlons for sLudenLs wlLh learnlng dlsablllLles and
exLenslons for oLhers Lxamples of Lhls would be addlng 1 unlflx cube Lo 1 unlflx cube
for sLudenLs wlLh learnlng dlsablllLles and addlng 9 unlflx cubes Lo 13 unlflx cubes for
Lhe more advanced sLudenLs and somewhere ln beLween for everyone else 1hls ls
mosL effecLlve when you use speclflc adapLaLlons for speclflc sLudenLs Lo Lake lnLo
accounL Lhelr lndlvldual dlfferences
[ lLs a really good ldea for you Lo lnclude a onnecLlons" secLlon whlch really shows
how Lhe lesson plan could be lnLegraLed wlLh oLher sub[ecLs An example of Lhls
would be Lo have sLudenLs palnL 2 oranges Lhen 3 more oranges below Lhem eLc so
LhaL Lhey can learn how Lo lnLegraLe ArL lnLo Lhe lesson plan

Deve|op|ng student worksheet
1he paradlgm of learnlng maLhemaLlcs ls dolng maLhemaLlcs ang Lhe paradlgm of Lo
learn maLhemaLlcs ls Lo do maLhemaLlcs 1o do boLh of Lhe paradlgms Lhe sLudenLs need
faclllLaLe SLudenLs WorksheeL ls one of Lhe faclllLaLe LhaL needed by sLudenLs SLudenL
WorksheeL also called as Lechnology
MosL of lndoneslan Leachers Lhlnklng LhaL sLudenLs worksheeL [usL conLaln of
exerclses 8uL acLually SLudenLs WorksheeL also conLaln of maps Lo help Lhem wlLh Lhelr
exerclses SLudenLs wlll ofLen use worksheeLs Lo revlew whaL has been LaughL ln class
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1here are some usefull sLeps Lo developlng sLudenLs worksheeL
O rompLlng lnsLrucLlonal lannlng
O eslgnlng erformance 1asks
O ldenLlfylng Speclflc rlLerla for a arLlcular AsslgnmenL
O SelecLlng Speclflc 8ehavlours of lnLeresL
O AdapLlng Lo SulL Speclflc SlLuaLlons or SLudenLs
O 8ecordlng CbservaLlons
O rompLlng SLudenL SelfLvaluaLlon
O ollaboraLlng wlLh CLher 1eachers and SupporL SLaff
O AdapLlng Lhe Scale for CLher Crade Levels
O Ad[usLlng for CLher 1lmes of ?ear
1he crlLerla of good sLudenLs worksheeL
O Make Lhe sLudenLs found Lhelr own maLhemaLlcs
O 1o promoLe Lhe sLudenLs Lo consLruc Lhelr own maLhemaLlcs
O 1he Leacher can employe Lhe dlscovery meLhod
O SLudenLs can found Lhe maLhemaLlcs formula by Lhelr selves

Deve|op|ng the |earn|ng resources
1here are some crlLerla LhaL musL be conslder Lo choose learnlng resources
O SLudenLs poLenslon
O 8elevance Lo Lhe lnLeresLs of local naLlonal and global
O 1he developmenL of learners physlcal lnLellecLual emoLlonal soclal and splrlLual
O 1he usefulness for learners
O 1he sLrucLure of sclenLlflc
O AcLuallLy depLh and breadLh of learnlng maLerlals
O 1lme allocaLlon
8esldes LhaL Leacher should pay aLLenLlon Lo
O valldlLy of maLerlal was lndeed verlfled
O Level of lmporLance (slgnlflcance) of maLerlal belng LaughL ls acLually needed by Lhe
sLudenLs
O usefulness (uLlllLy) of such maLerlal provldes fundamenLal knowledge and skllls Lo
Lhe nexL level
O Lllglble Lo learn (learnablllLy) ls worLh examlnlng wheLher Lhe maLerlal aspecLs of Lhe
level of dlfflculLy as well as aspecLs of Lhe uLlllzaLlon of Leachlng maLerlals and local
condlLlons
O ALLracLlng lnLeresL Lhe maLherlal aLLracL sLudenLs and moLlvaLed Lo learn more

Deve|op|ng and |mp|ement|ng appercept|on
AppercepLlon ls SLudenL readlness Lo learn ln Lhls case learn maLhemaLlcs ln oLher words
appercepLlon ls Lo percelve new experlence ln relaLlon Lo pasL experlence of sLudenLs
ln any evenL ldeas such as PerbarL's were LranslaLed lnLo a sequence of sLeps presumed Lo
be requlred Lo carry ouL a lesson
1 reparaLlon whereby Lhe Leacher sLarLs Lhe lesson wlLh someLhlng already known Lo Lhe
class
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2 resenLaLlon lnLroduclng new maLerlal
3 AssoclaLlon whereby Lhe new ls compared wlLh Lhe old and connecLed (Lhe sLage of
appercepLlon)
4 CenerallzaLlon whereby Lhe Leacher presenLs oLher lnsLances of Lhe new ldea
3 AppllcaLlon whereby Lhe ldeas are applled Lo furLher maLerlal carrled ouL by Lhe chlld
lndlvldually (a problemsolvlng phase)

Deve|op|ng and |mp|ement|ng var|ous method of teach|ng
1eachlng meLhods are a LheoreLlcal and pracLlcal sysLem whlch ln a sclenLlflcally
esLabllshed way descrlbes and proscrlbes effecLlve Leachlng meLhods of a speclflc sub[ecL or
a group of relaLed sub[ecLs 1eachlng meLhods (meLhodology) of a cerLaln sub[ecL wlll use
dldacLlc knowledge abouL Lhe lndlvlduallzaLlon of Lhe lnsLrucLlonal process Leachlng
meLhods and dldacLlcal prlnclples Lhe Lypes of lnsLrucLlon and organlzaLlon of lnsLrucLlon ln
addlLlon Lhe cholce of approprlaLe Leachlng meLhod and lnsLrucLlon ln a speclflc slLuaLlon
wlll be lnfluenced by Lhe sclenLlflc and experL fleld of a cerLaln sub[ecL as well as Lhe
characLerlsLlcs of Lhe parLlclpanLs (Lhelr psychosoclal developmenL prevlous knowledge
lnLeresLs eLc)
1he baslc quesLlon resulLlng from Lhe prevlous deflnlLlon of meLhodology or Leachlng
meLhods ls wheLher unlversal or general meLhodology ln dlsLance educaLlon ls posslble ln
dlsLance educaLlon general prlnclples and dlfferenL educaLlonal meLhods can be formulaLed
buL every speclflc sub[ecL or area ln dlsLance educaLlon should use LheoreLlcal and pracLlcal
prlnclples of meLhodology developed especlally for Lhls sub[ecL or fleld Ceneral dldacLlc
prlnclples and avallable educaLlonal meLhods for onllne educaLlon should ln pracLlce always
be adapLed Lo speclflc meLhodlcal Leachlng approaches for a speclflc sub[ecL or fleld
lL ls especlally lmporLanL Lo be well acqualnLed wlLh dlfferenL educaLlon meLhods
and Leachlng approaches ln order Lo apply Lhem approprlaLely ln order Lo achleve
educaLlonal ob[ecLlves Among Lhe mosL wlde spread Lypes of lnsLrucLlon Lhe followlng can
be polnLed ouL
Lransmlsslon lnsLrucLlon and dlrecL Leachlng (lnformlng descrlblng explalnlng Lralnlng
asklng quesLlons monlLorlng Lhe quesLlons lnLervenlng)
heurlsLlc lnsLrucLlon and Leachlng Lhrough conversaLlon (asklng quesLlons dlalogue group
dlscusslons)
palr work and cooperaLlve grouplng ([olnL asslgnmenLs analyses evaluaLlons problem
solvlng creaLlve Lechnlques declslon maklng eLc)
problem Leachlng (ldenLlfylng and deflnlng a problem seLLlng hypoLheses gaLherlng daLa
generaLlng Lhe soluLlon evaluaLlng Lhe posslblllLles selecLlng Lhe soluLlon concludlng and
applylng Lhls ln pracLlce)
programmed lnsLrucLlon (dlvlslon of conLenL lnLo smaller unlLs Lasks and quesLlons whlch
sLlmulaLe relevanL acLlvlLles and feedback abouL Lhe users and Lhelr resulLs)
rogrammed lnsLrucLlon ls a sysLem of LheoreLlcal concepLs and dlfferenL Lechnlcal
forms of programmed lnsLrucLlon whlch enable slmulaLed dellvery of lnsLrucLlon so as Lo
achleve a 11 sLudenL" lnsLrucLor" raLlo (le a Lechnlcal sysLem slmulaLlng an lnsLrucLor)
lnsLead of LradlLlonal lnsLrucLlon ln whlch Lhere ls one Leacher and several sLudenLs and
where a compleLe lndlvlduallzaLlon of Lhe educaLlonal process ls lmposslble ln programmed
learnlng lndlvldual Leachlng ls mulLlplled" by uslng Lhe socalled programmed LexLbooks
compuLerbased lnsLrucLlon or learnlng managemenL sysLems (LMS) 8esearch shows LhaL
programmed Leachlng ls usually more successful Lhan LradlLlonal lnsLrucLlon Laklng lnLo
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conslderaLlon shorLLerm and longLerm memory of educaLlonal conLenL as well as Llme
spenL on learnlng WlLh programmed learnlng parLlclpanLs are gulded by quesLlons and
Lasks whlch sLlmulaLe Lhelr lnner menLal acLlvlLy whlle Lhe posslblllLy Lo check Lhe correcL
answer lnfluences Lhe socalled selfconflrmaLlon whlch causes Lhe feellng of exLrlnslc and
lnLrlnslc reward and moLlvaLlon 1he use of programmed learnlng ls especlally useful ln
dlsLance educaLlon and compuLerbased lnsLrucLlon
ompuLerbased lnsLrucLlon (8l) ls based on auLomaLlon and lndlvlduallzaLlon of
Lhe presenLaLlon of educaLlonal conLenL and lnLeracLlon wlLh Lhe sLudenLs ompuLerbased
lnsLrucLlon can be applled ln Lhe followlng areas drllls and pracLlcal problems handbook
Leachlng educaLlonal games modelllng and slmulaLlons hyperLexL mulLlmedla and
dlsLance educaLlon ompuLer based lnsLrucLlon uses numerous Leachlng meLhods problem
solvlng gulded dlalogue llnear Leachlng neLwork Leachlng adapLlve Leachlng algorlLhmlc
requesL generaLlng slmulaLlon compuLergulded experlmenLlng monlLorlng of Lhe learnlng
process selfassessmenL and dlagnosLlc LesLlng

Deve|op|ng and |mp|ement|ng teach|ng a|d
Pere are some suggesLed guldellnes Lo Lhe developmenL and use of an effecLlve Leachlng
ald
1 Analyze learners characLerlsLlcs ldenLlfy your learners llnd ouL Lhe speclflc enLry
characLerlsLlcs knowledge skllls and aLLlLudes abouL Lhe Loplcs ?ou musL know your
puplls Lo selecL Lhe approprlaLe Leachlng ald Lo meeL Lhe ob[ecLlves Lven a
superflclal analysls of learner meLhods and medla wlll do lor example puplls wlLh
subsLandard readlng skllls may be reached more effecLlve wlLh nonprlnL
lnsLrucLlonal maLerlals ( Plraya Manawarl)
2 onslder Lhe ob[ecLlves llnd ouL whaL klnd of Leachlng ald wlll besL carry ouL Lhe
ob[ecLlves 1he ob[ecLlve Lhe sub[ecL maLLer of Lhe lesson and Lhe Leachlng alds
should be congruenL Lg haracLerlze Lhe leadlng lady/man
3 A pracLlcal sLep when developlng a Leachlng ald ls Lo ldenLlfy or lsolaLe Lhe crlLlcally
needed Leachlng maLerlals whlch Leachers alone or Lhe Leachers and puplls LogeLher
can produce ouL of Lhe avallable local resources collage Such maLerlals are noL
commerclally avallable and ln mosL cases do noL aLLracL commerclalscale
producLlon 1he producLlon of lnexpenslve Leachlng alds frees Lhe schools and
Leachers from overdependence on commerclal and proflLorlenLed suppllers or
producers
4 A survey and an lnvenLory of Lhe local raw maLerlals and resources wlll spark ln Lhe
Leachers and puplls sLock of ldeas and Lhlnklng on forms and Lypes of maLerlals
whlch Lhey can creaLe Lo help solve Lhelr lnsLrucLlonal problems
3 A greaL deal of research readlng observaLlon llsLenlng and purposeful exposures Lo
new ldeas lnformaLlon and Lypes of Leachlng maLerlals wlll generaLe muchneeded
moLlvaLlon and creaLlve ldeas for Lhe producLlon of novel or new maLerlals of
lnsLrucLlon lmprovlsaLlon of old devlces and Lhe uLlllzaLlon of dlscarded maLerlals
are usually Lhe resulL of lmaglnaLlve Lhlnklng and resourcefulness
6 SLarL wlLh Lhe slmple and easy producLlon Lechnlques or procedures whlch all
Leachers need Lo develop such as learnlng Lo draw leLLers dolng slmple skeLchlng
deslgnlng slmple layouL of posLers dlagrams and graphs and maklng effecLlve use
of Lhe chalkboard bulleLln board and flannel board Such slmple skllls are
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fundamenLal and dlrecLlon lnvolved ln Lhe more dlfflculL producLlon of dlsplays
charLs dloramas puppeLs models mockups and oLher maLerlals

Deve|op|ng and |mp|ement|ng |nteract|on between teacher and student
1he Lendencles LhaL are manlfesLed ln Lhe presenL llnked Lo Lhe educaLlonal process
sLress Lhe lmporLance of communlcaLlon Leacher sLudenL and acLlve sLudenL parLlclpaLlon
1hls places new demands on Lhe Leacher whlch should generaLe a communlcaLlve
envlronmenL ln your school group whlch lndependenL and creaLlve aLLlLude and faclllLaLe
poslLlve group dynamlcs
Powever Lhe reallzaLlon of slgnlflcanL efforLs Lo brlng ln sLudenLs a more acLlve sLlll
manlfesLs lLself ln Lhe acLlvlLles of Lhe predomlnanL role of Lhe Leacher whlle sLudenLs
slmply Lo llsLen and answer quesLlons from Lhe Leacher
ln relaLlons beLween Lhe Leacher and sLudenLs lL Lakes dlfferenL sLyles whlch ln
some cases Lhe relaLlonshlp ls characLerlzed by ensurlng Lhe relaLlvely acLlve sLudenLs
Laklng lnLo accounL Lhe vlews of Lhe same sLyle democraLlc" and elsewhere ln relaLlonshlp
lmposed by Lhe crlLerla of Lhe Leacher and do noL Lake lnLo accounL Lhe vlews of sLudenLs'
auLhorlLarlan sLyle " usually ln pracLlce Lhere are pedagoglcal sLyles LhaL move beLween
Lhese Lwo poles demonsLraLlng a balance beLween boLh or a Lendency Loward one of
Lhem
An exLreme case ln Leacher sLudenL relaLlonshlp whlch ls Lhe permlsslve sLyle
where Lhe Leacher raLher Lhan glvlng Lhe sLudenL lnvolvemenL leLs you do ls a case of
LaxaLlon does noL lmply Lhe loss of Lhelr auLhorlLy and conLrol over Lhe process
1he Leacher musL know how Lo comblne resources Lo command respecL and
auLhorlLy whlle reachlng Lhelr sLudenLs undersLand and bulld LrusL ln Lhem AdopLlng a
communlcaLlon sLyle LhaL fosLers cooperaLlon dlalogue group work Lhe full developmenL of
Lhe members comblnlng lndlvldual lnLeresLs wlLh Lhe general educaLlonal ob[ecLlves should
lead Lo achlevlng greaLer efflclency of Lhe educaLlonal process
lL ls lmporLanL LhaL Lhe Leacher knows LhaL Lhere ls no communlcaLlon sLyle Lo
ensure success lf Lhe Leacher assumes a sLyle LhaL ls noL lLs own lL loses lLs auLhenLlclLy
hence Lhe need Lo know noL only Lhe sLyles used buL Lhe personal characLerlsLlcs of each
maklng posslble Lhe success of Lhe sLyle LhaL deLermlnes use ln dlfferenL communlcaLlve
slLuaLlons
sychologlsLs and educaLors wlLh a humanlsLlc orlenLaLlon emphaslze Lhe need Lo
personallze Lhe learnlng process Lo avold Lhe general procedures ln Lhls process Lrylng Lo
dlfferenLlaLe Lhe acLlon of Lhe Leacher Laklng lnLo accounL Lhe characLerlsLlcs of school
develop healLhy communlcaLlon and lnLeracLlon cusLom among sLudenLs and Leachers
emphaslzlng Lhe developmenL of moLlvaLlon Lo auLonomy selffulflllmenL and creaLlvlLy ln
sLudenLs
1eachlng processes and educaLlon represenL a creaLlve acL boLh by Lhe Leacher ln
hls speech Lo Lhe sLudenLs and lnLeracLlng wlLh Lhem as by Lhe sLudenLs ln Lhelr
undersLandlng of Lhe maLerlal Lhe Leacher glves and Lhe conflguraLlon of meanlng for
Lhemselves
urlng Lhe sLudy ln Lhe process of asslmllaLlon of knowledge Lhere are ldeas
LhoughLs concerns experlences are essenLlal elemenLs for conducLlng Lhe process of
lndlvlduallzaLlon of knowledge by Lhe Leacher
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1he error musL be consldered as a necessary learnlng and personallLy developmenL
unknowlngly used as a source of encouragemenL and developmenL ls an lmporLanL elemenL
of Lhe educaLlonal process
1he Leacher musL be well prepared ln Lhelr knowledge of personallLy on lndlvldual
resources such as conversaLlon Lheorles of group dynamlcs and oLhers where LradlLlonal
Lralnlng ls generally lnadequaLe LducaLors should noL lose slghL of Lhe use of all forms and
ways of acLlvaLlon ln whlch sLudenLs have Lo [usLlfy and defend Lhelr vlews declslons and
pracLlce asserLlveness LesLs whlch provlde demonsLraLlons for Lhe formaLlon of bellefs and
modes of acLlon leadlng Lo personal developmenL
1he sysLem of educaLlonal lnfluences ln schools musL meeL Lhe speclflc needs of
personallLy ln Lhe age aL whlch Lhe sLudenL ls 1he sLyle of work Lhe conLenL of acLlvlLles
meLhods used should arouse Lhe lnLeresL of Lhe sLudenLs for Lhelr performance and
conLrlbuLe Lo educaLlonal ob[ecLlves and exLernal pracLlcal processes be Lransformed lnLo
Lralnlng grounds and psychologlcal personallLy
1he sLudenL as Lhe sub[ecL of Lhe educaLlonal process lL auLomaLlcally LreaLs Lhe
exLernal lnfluence buL was lncorporaLed lnLo Lhe developlng personallLy Lhrough a process
of psychologlcal LransformaLlon ln whlch lL plays an essenLlal role acLlve soclal pracLlce
lndlvldual experlence accumulaLed Lhe sub[ecL's needs
1he Leacher does noL always supporL Lhe personal vlews and oplnlons of adolescenLs
and youLh whlch may creaLe Lenslons ln relaLlonshlps and a negaLlve represenLaLlon aL
work ln shaplng Lhe personallLy of Lhe same lL ls necessary Lo Lake lnLo accounL oplnlons
evaluaLlons and [udgmenLs of oLhers Lhls allows us Lo enLer Lhelr lnner world and know
Lhem beLLer Lo gulde and communlcaLe more effecLlvely
1he Leacher's Lask Lo coordlnaLe lnformaLlon acLlvlLles and personallLy developmenL
of sLudenLs Lhrough Lhe sysLemaLlzaLlon of communlcaLlve lnLeracLlons presenLlng reallLy
ln a clear lucld slmple and lnLeracLlve lL should maxlmlze Lhe posslblllLles and poLenLlallLles
of Lhe group Lo conLrlbuLe Lo personal developmenL of each of lLs members
lL ls LhaL knowledge ls produced prlmarlly ln Lerms of Lhe ob[ecLlves seL by Lhe
sLudenLs Lhemselves Laklng lnLo accounL Lhelr parLlcular personallLy 1he poLenLlal for self
regulaLlon of behavlor generally manlfesL ln Lhe posslblllLles of sLudenLs vlew Lhelr own
ob[ecLlves and goals as well as ln Lhe domaln of Lhe resulLs Lo be achleved Lhrough lLs
acLlvlLles ln Lhe dlfferenL Lasks lL performs
When learnlng from a developer approach allows reflecLlon of Lhe psychologlcal
sub[ecL whlch ls lnvolved ln Lhe slLuaLlon causlng noL only an assessmenL of Lhe slLuaLlon or
Lhe lnLellecLual resources of Lhelr own buL reflecLs and enrlches conLenL and hlgher menLal
funcLlons ln regulaLlng Lhe behavlor seLLlngs
lor beLLer developmenL of selfregulaLory capablllLles of Lhe sLudenL's personallLy lL
musL have a Lhorough undersLandlng of lLs currenL feaLures and poLenLlal Lhls wlll enable us
Lo sLudy lL achlevable goals be perslsLenL ln Lhelr achlevemenL flnd ways and means
accordlng Lo Lhelr parLlcularlLles Lo achleve be creaLlve and look afLer Lhelr own
developmenL
1here ls evldence LhaL Lhe pecullarlLles of selfesLeem also relaLed Lo Lhe poLenLlal
for sLudenLs Lo develop personally as Lhey help Lo develop Lhe ablllLy Lo seL goals LhaL can
be acLually achleved along wlLh enough ob[ecLlvlLy Lo evaluaLe Lhem 8esldes selfesLeem
may consLlLuLe a ma[or cause of behavlor LhaL drlves Lhe personallLy Lo overcome Lhelr own
llmlLaLlons and dlsagreemenLs
8lMAnlnC1?AS nu8 A8llAP
09313244004
ln Lhe communlcaLlon process Lhe Leacher musL fosLer Lhe rlghL condlLlons a space
for Lhe developmenL of greaLer lnLeracLlon beLween members of Lhe group communlcaLe
more effecLlvely maklng lL a condlLlon noL only growLh buL also personal growLh group and
Lhls ls only achleved lf Lhe Leachlng ls organlzed as a group acLlvlLy generaLlng and
medlaLlng Lhe relaLlonshlps beLween lLs members LhaL encourages Lhe esLabllshmenL of
dependency relaLlonshlps Lo achleve meanlngful learnlng
1he group lnLeracLlon ls noL easlly achleved ofLen does noL manlfesL a real worklng
group each parLlclpanL Lhe more defended Lhelr vlews buL does noL learn or ls enrlched by
Lhe vlslon of oLhers whlch ls Lyplcal lnLervenLlon decoupled negaLlve phenomenon LhaL
affecLs Lhe group dynamlcs
1he developmenL ls soclally deLermlned Lhls belng lLs essence 1he lnLeracLlons ln
whlch Lhe sub[ecL ls commlLLed Lo llfelong allows Lhls process Lo achleve LhaL wlLh Lhe
lncreaslng complexlLy of soclal conLexLs of Lhe sub[ecL demand resLrucLurlng and new
psychologlcal formaLlons capable of adapLlng Lo llfe ln Lhe mlddle and Lhen be able Lo
Lranscend Lhe lmmedlacy of Lhelr behavlor belng Lhe mosL lmporLanL resulL of Lhe
developmenL achlevemenL of behavloral selfregulaLlon
lL has proposed an approach Lo LeachersLudenL and sLudenLsLudenL and group as a
whole emphaslzlng Lhe posslblllLles of Lhe sLudenL Lo perform beyond Lhelr currenL
developmenL wlLh Lhe help of slgnlflcanL oLher glvlng Lhe Leacher a role dlfferenL from
resenLer and conLroller of Lhe sLraLegy buL parL of Lhe felL need Lo develop or lnLroduce Lhe
sLraLegy and LhaL he hlmself ln con[uncLlon wlLh Lhe sLudenL who Lransfers and gulde Lhelr
pracLlce and Lhelr colearners whereas learnlng slLuaLlon can be from speclflc areas or from
Lhe mulLldlsclpllnary naLure ln a Leachlng or professlonal pracLlce

Deve|op|ng and |mp|ement|ng sma|| group d|scuss|on
Make a safe place SLudenLs wlll noL conLrlbuLe Lo a dlscusslon lf Lhey are afrald LhaL
Lhey wlll be rldlculed for whaL Lhey say 1hls needs Lo be done by an expllclL sLaLemenL and
by demonsLraLlon
Pave clear ob[ecLlves for Lhe dlscusslons and communlcaLe Lhem clearly Are Lhe
small groups meanL Lo dlscuss speclflc asslgned readlngs? Are Lhey where sLudenLs ask
quesLlons Lo clarlfy whaL Lhey do noL undersLand (and lf Lhey have no quesLlons are Lhey all
excused)? Are Lhese mlnl lecLures ln whlch you are presenLlng new lnformaLlon?
lormulaLe and communlcaLe your expecLaLlons of Lhe sLudenLs Wlll Lhey be graded
on parLlclpaLlon? 1hls ls noL usually a good lncenLlve because lLs dlfflculL Lo coerce
parLlclpaLlon and sLudenLs have Lhe lmpresslon LhaL parLlclpaLlon can never be graded falrly
anyway lLs beLLer lf Lhey form more lnLrlnslc reasons for parLlclpaLlon such as a feellng of
responslblllLy Lo Lhe group or because lLs fun and lnLeresLlng Also leL sLudenLs know LhaL a
dlscusslon ls noL a serles of Lwoway exchanges beLween Lhe lnsLrucLor and each sLudenL
Some sLudenLs have noL had much experlence wlLh group dlscusslons and do noL really
undersLand whaL ls expecLed of Lhem
Avold yes/no quesLlons Ask why or how quesLlons LhaL lead Lo dlscusslon and
when sLudenLs glve only shorL answers ask Lhem Lo elaboraLe Also avold quesLlons LhaL
have only one answer 1hls lsnL !eopardy and sLudenLs shouldnL be puL lnLo Lhe poslLlon
of Lrylng Lo guess whlch seL of words you have ln mlnd
onL fear sllence 1hls may be Lhe mosL dlfflculL Lhlng Lo do buL lLs absoluLely
essenLlal When we are responslble for faclllLaLlng a dlscusslon we Lend Lo feel LhaL a lack of
response wlLhln one or Lwo beaLs ls sLreLchlng lnLo an eLernlLy 8uL even lf you have posed a
8lMAnlnC1?AS nu8 A8llAP
09313244004
very lnLeresLlng quesLlon or slLuaLlon Lhe sLudenLs wlll need some Llme Lo Lhlnk and
formulaLe a response lf you have very reLlcenL sLudenLs you can Lry asklng Lhem Lo wrlLe
down one or Lwo ldeas before you open up dlscusslon Cr Lry handlng ouL a llsL of dlscusslon
Loplcs aL Lhe end of Lhe sesslon for Lhe nexL sesslon Lo glve Lhem Llme Lo Lhlnk Lven so
Lhere may be Llmes when Lhere ls [usL no response 1haLs when you need Lo resLaLe Lhe
Loplc use a dlfferenL example Lake only a parL of lL aL a Llme or Lhrow ouL a whaL lf
scenarlo or devlls advocaLe proposlLlon 8uL Lhe lmporLanL Lhlng ls Lo learn Lo blde your
Llme and blLe your Longue and walL for Lhe sLudenLs Lo respond
When posslble seL up Lhe room for dlscusslon A clrcle works besL especlally lf Lhe
group can slL around a Lable lf you canL rearrange Lhe furnlLure Lhen move around Lhe
room slL among Lhe sLudenLs become a dlscusslon parLlclpanL raLher Lhan a Leacher
CeL Lo know Lhe sLudenLs names and who Lhey are SLudenLs are more llkely Lo be engaged
wlLh Lhe group lf addressed by name raLher Lhan by belng polnLed aL lf you know Lhe
lnLeresLs ma[ors experlences eLc of Lhe sLudenLs lL becomes much easler Lo Lhlnk of ways
Lo lnvolve Lhem lor example lf you ask !ane Lo conLrlbuLe a perspecLlve based on her
semesLer ln 8ome youre more llkely Lo geL her lnvolved ln Lhe dlscusslon Lhan lf you ask lf
anyone wanLs Lo say someLhlng abouL Lhe ollseum
rovlde poslLlve feedback for parLlclpaLlon lf a sLudenL ls relucLanL Lo speak up and
Lhen makes a conLrlbuLlon LhaL [usL lles Lhere llke a dead flsh LhaL sLudenL ls noL llkely Lo Lry
agaln lf you canL Lhlnk of anyLhlng beLLer Lhank Lhe sLudenL for hls/her conLrlbuLlon 8uL
lLs much beLLer Lo bulld on whaL Lhe sLudenL has sald add an lnslghL ask oLhers how Lhey
would respond Lo whaL Lhe sLudenL sald and oLherwlse weave LhaL conLrlbuLlon lnLo Lhe
fabrlc of Lhe dlscusslon leedback can be a good means of geLLlng Lhrough a lull ln Lhe
dlscusslon also A recap of whaL has been dlscussed so far leLs sLudenLs know LhaL you heard
whaL Lhey sald helps Lo relnforce maln polnLs and ofLen sLlmulaLes furLher dlscusslon
Show enLhuslasm for Lhe sub[ecL ?ou canL expecL sLudenLs Lo become lnLeresLed ln
a dlscusslon Loplc for whlch Lhe lnsLrucLor shows no enLhuslasm 1hls usually means LhaL Lhe
lnsLrucLor has noL done hls/her homework a parL of whlch ls Lo Lhlnk abouL whaL ls
lnLeresLlng why Lhe sub[ecL ls worLhwhlle or relevanL personal experlence wlLh Lhe sub[ecL
how Lhe Loplc relaLes Lo currenL evenLs eLc lf you are lnLeresLed ln Lhe sub[ecL Lhen you
wlll be lnLeresLed ln dlscoverlng whaL your sLudenLs Lhlnk and feel
1each your sLudenLs how Lo parLlclpaLe Many of Lhem may have had llLLle or no
experlence wlLh small group dlscusslon and mosL of Lhose who have experlence have never
been LaughL how Lo do lL well 1here are all klnds of resources ln Lhe llbrary ln Lhe
Speech/ommunlcaLlons area abouL smallgroup dlscusslon ?ou could prepare a handouL
for your sLudenLs or asslgn a pro[ecL (preferably ln small groups) LhaL lnvolves Lhelr
preparlng lnformaLlon for Lhe resL of Lhe group abouL smallgroup communlcaLlons
Lase sLudenLs lnLo dlscusslon Cne LacLlc ls Lo arrlve aL Lhe classroom early and
engage Lhe flrsL sLudenLs Lo arrlve ln chlL chaL abouL Lhe weaLher a recenL sporLs evenL
someLhlng ln Lhe news eLc 1he polnL ls Lo geL sLudenLs comforLable and Lalklng so LhaL as
you ease Lhem lnLo Lhe sub[ecL for Lhe day you are noL maklng a sudden demand for
performance ?ou wlll also be esLabllshlng Lhe ldea LhaL dlscusslon ls a naLural process noL
cruel and lnhuman punlshmenL or someLhlng wlLh whlch Lhey have no experlence
larlfy for yourself how you see your role as a dlscusslon faclllLaLor lf you are
uncomforLable your sLudenLs wlll also be uncomforLable So donL Lry Lo make yourself lnLo
Lhe CreaL ommunlcaLor lf you are noL Are you more comforLable wlLh a prepared llsL of
Loplcs and quesLlons or do you llke a more freewheellng aLmosphere? o you feel LhaL
8lMAnlnC1?AS nu8 A8llAP
09313244004
some Loplcs are sLrlcLly off llmlLs or do you feel LhaL you can manage even very Louchy
Loplcs by keeplng Lhe dlscusslon relevanL and on course? Are you able Lo glve over enough
conLrol Lo Lhe sLudenLs so LhaL Lhey feel some ownershlp and responslblllLy Lo maklng Lhe
course work?
rovlde opporLunlLles for sLudenLs Lo Lalk Lo each oLher ln smaller unsupervlsed
groups so LhaL Lhey geL Lo know each oLher and become comforLable wlLh sharlng ldeas
?ou can do Lhls wlLh small breakouL groups whlch are asslgned a speclflc Lask abouL
whlch Lhey wlll reporL Lo Lhe larger group ?ou can asslgn group pro[ecLs encourage Lhe
formaLlon of small sLudy groups or have Lhe class form lnLeresL groups whlch are
responslble for conLrlbuLlng someLhlng relaLed Lo Lhelr parLlcular lnLeresL perlodlcally 1he
polnL ls Lo encourage lnLeracLlon LhaL ls noL under Lhe waLchful eye of Lhe lnsLrucLor and
helps sLudenLs Lo become comforLable wlLh each oLher
Manage boLh process and conLenL 1hls ls ofLen raLher dlfflculL aL flrsL buL becomes
much easler wlLh pracLlce Cood dlscusslon ls as much abouL process as lL ls abouL conLenL
and lf you concenLraLe on one buL neglecL Lhe oLher you are llkely Lo have problems 1he
Lendency ls Lo become caughL up ln Lhe conLenL and forgeL Lo encourage quleL sLudenLs Lo
conLrlbuLe or forgeL Lo mlnlmlze your own conLrlbuLlons 8uL concenLraLlng Loo much on
maklng sure everyone conLrlbuLes or on acknowledglng and rewardlng conLrlbuLlons can
allow Lhe conversaLlon Lo sLray Loo far afleld or become mlred ln a Langle of lrrelevanL
mlnuLlae 1o a greaL exLenL you wlll need Lo Lake your cues from Lhe sLudenLs Whlle you
are parL of Lhe dlscusslon you have Lhe added responslblllLy of monlLorlng lL as well urlng
Lhe course of a class sesslon you wlll probably have Lo do some of each
8rlnglng sLudenLs lnLo Lhe process of Lhe course and even havlng Lhem conLrlbuLe Lo
conLenL does noL mean LhaL you have Lo glve over LoLal conLrol lLs sLlll your course and
your responslblllLy Lo lnform Lhe sLudenLs whaL lnformaLlon Lhey should sLudy how Lhey wlll
be expecLed Lo demonsLraLe Lhelr knowledge and undersLandlng and your sLandards for
performance lL ls Lhelr responslblllLy Lo read sLudy parLlclpaLe and perform When you ask
sLudenLs Lo parLlclpaLe you are noL asklng Lhem Lo slmply volce Lhelr unformed and
unlnformed oplnlons AL Lhe developmenLal sLage for mosL freshmen and sophomores
sLudenLs Lend Lo belleve fervenLly LhaL everyone has a rlghL Lo hls/her oplnlon
unforLunaLely Lhe corollary for Lhem ls LhaL Lherefore all oplnlons are equal arL of your
mlsslon Lherefore ls Lo help Lhem undersLand Lhe dlfference
LlsLen learn and adapL 1here ls no slngle prescrlpLlon for all groups Much llke
lndlvldual people groups have lndlvldual characLers and you wlll need Lo adapL your sLyle Lo
Lhem as much as ls comforLable for you lf you can be open Lo Lhose dlfferences Lhey wlll
become parL of whaL makes Leachlng an lnLeresLlng challenge year afLer year afLer year

Deve|op|ng and |mp|ement|ng student presentat|on]ref|ect|on
As Lhe culmlnaLlng evenL of Lhe porLfollo process all sLudenLs make an annual presenLaLlon
abouL Lhemselves ln relaLlon Lo Lhe ouLcomes 1hls ls an essenLlal flnal plece ln Lhe process
of placlng Lhe responslblllLy for learnlng and growLh squarely wlLh Lhe sLudenL AfLer
collecLlng a body of evldence abouL Lhemselves durlng Lhe year revlewlng lL aL deflned
lnLervals reflecLlng abouL whaL lL says abouL Lhemselves and reflnlng personal learnlng
goals Lhe sLudenL musL summarlze all LhaL and share lL ln a professlonal way wlLh an
audlence 1he presenLaLlon forces sLudenLs Lo synLheslze lnformaLlon from a collecLlon of
sources noLe and explaln paLLerns celebraLe successes and growLh explore ongolng
8lMAnlnC1?AS nu8 A8llAP
09313244004
challenges and apply LhaL knowledge Lo seLLlng goals for Lhe fuLure We belleve sLrongly ln
developlng acLlve learners and Lhe flnal presenLaLlon ls a cornersLone of LhaL bellef
SLudenLs begln Lo serlously prepare for Lhe annual presenLaLlon durlng Lhe 4Lh quarLer 1hey
are glven developmenLally approprlaLe asslsLance Lo prepare for Lhe presenLaLlon ?ounger
sLudenLs are glven more sLrucLure and guldance ln helplng Lhem prepare Lo parLlclpaLe ln a
formal lnLervlew Clder sLudenLs develop a 2023 mlnuLe presenLaLlon WhaLever Lhe
formaL each sLudenL musL glve a brlef lnLroducLlon of Lhemselves address each ouLcome
speclflcally wlLh supporLlng evldence of Lhelr growLh Lle Lhlngs LogeLher ln a concluslon and
address [udges quesLlons

Deve|op|ng and |mp|ement|ng the cogn|t|ve scheme
A schema ls a cognlLlve sLrucLure for screenlng codlng and evaluaLlng Lhe sLlmull
LhaL lmplnge on Lhe organlsm lL ls Lhe mode by whlch Lhe envlronmenL ls broken down and
organlzed lnLo lLs many psychologlcally relevanL faceLs Cn Lhe basls of LhaL maLrlx of
schemaLa Lhe lndlvldual ls able Lo orlenL hlmself herself ln relaLlon Lo Llme and space and
Lo caLegorlze and lnLerpreL experlences ln a meanlngful way (8eck 1967 p283)
- ognlLlve schema serve as organlzers of meanlng abouL all aspecLs of one's world vlew
lncludlng relaLlonal vlews Loward self oLher and Lhe world
- lL ls LhoughL LhaL all cognlLlve schema are developed durlng chlldhood and are
furLher elaboraLed on LhroughouL one's llfe
1he Schema haracLerlsLlcs are
- ognlLlve schema when Lrlggered are capable of generaLlng auLomaLlc LhoughLs sLrong
affecL behavloral Lendencles
- MosL people (even Lhose who would noL be dlagnosed wlLh a psychlaLrlc dlsorder) have
dlfflculLy ln one or more schema area(s)
- 1hls ls Lhe ldea behlnd Lhe ldenLlflcaLlon of a cllenL's core lssue (aka Larly MaladapLlve
Schema)
- 1he goal of counsellng ls Lo help Lhe cllenL achleve Lhe goals LhaL Lhe core lssues are
blocklng

Deve|op|ng and |mp|ement|ng student conc|us|on
oncluslons pull LogeLher Lhe varlous resulLs of Lhe sLudy conslder whaL Lhey mean
and suggesL Lhelr lmporLance 1here are several Lypes of concluslons 1he followlng ls one
Lypology
1 |nd|ngs summarlze Lwo or more resulLs
2 nterpretat|ons lndlcaLe whaL Lhe resulLs and flndlngs mean wlLhln Lhe sLudy and
wlLhln Lhe conLexL of prlor research on Lhe Loplc
3 enera||zat|on exLrapolaLes Lhe resulLs or flndlngs beyond Lhe sLudled unlLs
4 mp||cat|ons suggesL how Lhe flndlngs may be lmporLanL for pollcy pracLlce Lheory
and subsequenL research
3 ecommendat|ons urge speclflc acLlons ln respecL Lo pollcy pracLlce Lheory or
subsequenL research
oncluslons have conslderable appeallndeed Lhey are Lhe ob[ecLlve of any research
sLudy 1hey are also usually easlly read lor Lhose reasons apprenLlce scholars may sklp
8lMAnlnC1?AS nu8 A8llAP
09313244004
mosL of Lhe research reporL and [ump Lo Lhe concluslons and recommendaLlons 1haL ls a
mlsLake
oncluslons and recommendaLlons are noL an auLomaLlc exLenslon of Lhe resulLs
1hey requlre careful lnference ln llghL of Lhe dellmlLaLlons of Lhe sLudy (Lhe bounds on Lhe
quesLlons of Lhe sLudy Lhe conLexLs sLudled Lhe populaLlon and sampllng frame and Lhe
lnLervenLlons LhaL occurred or were admlnlsLered) and ln llghL of Lhe llmlLaLlons of Lhe sLudy
(Lhe meLhodologlcal shorLcomlngs) 1hey also requlre broad knowledge of Lhe Loplc belng
addressed Lhey requlre comblnlng facLs and values and Lhey lnvolve some speculaLlon
Lven emlnenL researchers occaslonally blow Lhe concluslons and recommendaLlons
of a sLudy lL ls noL uncommon Lo flnd a concluslon or Lwo wlLh no real supporL from Lhe
resulLs and occaslonally a concluslon wlll be conLradlcLed by Lhe resulLs 1he mosL common
reasons for LhaL are faLlgue and amblLlon 1he concluslons and recommendaLlons cannoL be
generaLed unLll Lhe resL of Lhe research ls compleLed and by Lhen Lhe research has usually
Laken more Llme and money Lhan expecLed So Lhe concluslons and recommendaLlons are
ofLen hasLlly assembled ln addlLlon many researchers have hopes of maklng lmporLanL
conLrlbuLlons and aL Lhe end Lhey someLlmes succumb Lo concludlng and recommendlng
more Lhan ls well [usLlfled by Lhelr sLudy
WheLher Lhere ls good [usLlflcaLlon for Lhe concluslons can usually be deLermlned by
readlng Lhe research reporL lndeed readers may lnfer addlLlonal concluslons LhaL are well
supporLed by Lhe sLudy buL noL sLaLed ln Lhe reporL lL should be noLed however LhaL some
omlsslons ln Lhe reporL may make some concluslons appear un[usLlfled even Lhough Lhe
researcher acLually has good [usLlflcaLlon for Lhem
ommon errors when generaLlng Lhe concluslons and recommendaLlons are Lhe followlng
1 SLaLlng concluslons LhaL Lhe researcher Lhlnks are correcL and lmporLanL buL for
whlch Lhe sLudy provldes no supporL
2 Cenerallzlng well beyond Lhe quesLlons conLexLs populaLlon and lnLervenLlons LhaL
were acLually sLudled
3 noL addlng cauLlons when Lhere are lmporLanL llmlLaLlons ln meLhods and/or Lhelr
execuLlon ln Lhe sLudy
4 lalsely lnLerpreLlng sLaLlsLlcal slgnlflcance and Lhe lack Lhereof (1hls ls explalned ln
3 SelecLlvely focuslng on some resulLs whlle lgnorlng oLhers and Lhe paLLern of resulLs
6 Movlng from lnference Lo values and speculaLlon wlLh uslng wordlng LhaL clearly
lndlcaLes LhaL ls lnvolved

Deve|op|ng and |mp|ement|ng assessment
AssessmenL of sLudenL learnlng ls Lhe process of evaluaLlng Lhe exLenL Lo whlch
parLlclpanLs ln educaLlon have developed Lhelr knowledge undersLandlng and ablllLles
1he Lerm ossessmet ls generally used Lo refer Lo all acLlvlLles Leachers use Lo help
sLudenLs learn and Lo gauge sLudenL progress
3
1hough Lhe noLlon of assessmenL ls
generally more compllcaLed Lhan Lhe followlng caLegorles suggesL assessmenL ls ofLen
dlvlded for Lhe sake of convenlence uslng Lhe followlng dlsLlncLlons
1 formaLlve and summaLlve
2 ob[ecLlve and sub[ecLlve
3 referenclng (crlLerlonreferenced normreferenced and lpsaLlve)
4 lnformal and formal
1he uk CuallLy Assurance Agency for Plgher LducaLlon (2006) ln lLs ode of racLlce sLaLe
LhaL 1here are many dlfferenL forms of assessmenL servlng a varleLy of purposes 1hese
8lMAnlnC1?AS nu8 A8llAP
09313244004
lnclude promoLlng sLudenL learnlng by provldlng Lhe sLudenL wlLh feedback normally Lo
help lmprove hls/her performance valuaLlng sLudenL knowledge undersLandlng ablllLles or
skllls provldlng a mark or grade LhaL enables a sLudenLs performance Lo be esLabllshed 1he
mark or grade may also be used Lo make progress declslons enabllng Lhe publlc (lncludlng
employers) and hlgher educaLlon provlders Lo know LhaL an lndlvldual has aLLalned an
approprlaLe level of achlevemenL LhaL reflecLs Lhe academlc sLandards seL by Lhe awardlng
lnsLlLuLlon and agreed uk norms lncludlng Lhe frameworks for hlgher educaLlon
quallflcaLlons


8eferences
hLLp//wwwlearnaLlasLcom/10sLepsLodeveloplngaquallLylessonplanhLml
hLLp//wwwbcedgovbcca/perf_sLands/worksheeL_lnLropdf
hLLp//fmgmpbaLangbaraLwordpresscom/pengembanganrencanapelaksanaan
pembela[aranmaLemaLlka/
hLLp//wwwcarneLhr/referalnl/obrazovnl/en/mkod/dev_LeachlnghLml
hLLp//wwwcenLrorlsorseorg/personaldevelopmenLfromLhelnLeracLlonsLudenL
sLudenLandsLudenLLeacherandasagrouphLml
hLLp//wwwcelLlasLaLeedu/Leachlng/small_grouphLml
hLLp//wwwgallaudeLedu/clerc_cenLer/lnformaLlon_and_resources/lnfo_Lo_go/LranslLlon_
Lo_adulLhood/porLfollos_for_sLudenL_growLhhLml
hLLp//wwwgwuedu/llLrev/a08hLml