Multicultural Diverse Classroom Addressing the Instructional Challenges and Reflections, from a Teacher’s Perspective

2020 ◽  
Author(s):  
Rakhshinda Jabeen
Keyword(s):  
Diverse Classroom ◽  
Teacher's Perspective ◽  
Instructional Challenges

PORTFOLIOS ASSESSMENT AS A METHOD OF ASSESSMENT OF LANGUAGE IN ESL CLASSROOM CONTEXT

2015 ◽  
Vol 8 (2) ◽  
pp. 61
Author(s):  
Juella Rumiris
Keyword(s):  
Assessment Tool ◽  
Theoretical Perspective ◽  
Curriculum Planning ◽  
Classroom Context ◽  
Learning Program ◽  
English As Second Language ◽  
English As Foreign Language ◽  
Learning Improvement ◽  
Method Of Assessment ◽  
Teacher's Perspective

The use of portfolios as an assessment tool probably is unlikely common in Asian countries. Portfolios is commonly considered as a compilation of students’ work for a certain period of time. In fact, the portfolios may show the originality of and the nature of students’ learning improvement. In this paper, the writer will discuss portfolios as a method of assessment in English as Second Language or English as Foreign Language (ESL/EFL) classroom context from teacher’s perspective. This paper is designed with this format order: firstly to explain about the degree of portfolios method to assess content, skills and knowledge in the teach-ing-learning program in the ESL/EFL context, to correlate portfolios system to model of curriculum planning and policy context. Secondly, to discuss the strengths and weaknesses of portfolios method from a theoretical perspective, and analyse the validity, reliability, and fairness. Thirdly, to specify the association of portfolios method and the types of assessment and the correlation of portfolios method with assessment for learning. Fourthly, to evaluate the degree of portfolios method of assessment promoting learning of the knowledge, skills, and abilities related to my teaching experience.Keywords : Portfolios, Assessment, Curriculum, Learning, Knowledge, Skills.

Technology Engineering in Science Education: Where Instructional Challenges Interface Nonconforming Productivity to Increase Retention, Enhance Transfer, and Maximize Student Learning

2012 ◽  
Vol 9 (2) ◽  
pp. 31-39 ◽  
Author(s):  
James Edward Osler II ◽  
◽  
Gail Hollowell ◽  
Stacy M. Nichols ◽  
◽  
...  
Keyword(s):  
Science Education ◽  
Student Learning ◽  
Instructional Challenges

PERCEPCIÓN DE LOS DOCENTES DE EDUCACIÓN SECUNDARIA SOBRE LA CALIDAD DE LA ENSEÑANZA EN LA PROVINCIA DE ALBACETE

2020 ◽  
Author(s):  
Manuel Ángel González Berruga
Keyword(s):  
Secondary Education ◽  
Teaching Style ◽  
Collaborative Teaching ◽  
School Failure ◽  
Experienced Teachers ◽  
Pedagogical Practice ◽  
La Mancha ◽  
School Risk Factors ◽  
Teacher's Perspective ◽  
Interpretative Research

Teachers have an important role in the development of an education of quality in Secondary Education schools. School failure continue being a persistent phenomenon in Spain and Castilla La Mancha. School Risk perspective is a proposal that allows to recognize factors in the construction of school failure in the pass of the student through the educational system. It is presented a descriptive-interpretative research from the theorical perspective of Productive Pedagogies to know the school risk factors from teacher’s perspective of 11 Secondary Education schools of Albacete region. It is observed a low perspective in diversity attention and learning contextualization. Teachers plan the pedagogical practice in relation to the average student in ordinary or PMAR classrooms. Less experienced teachers have a favorable perception in some factor about quality teaching. Teachers from schools with a high sociocultural and economic level present an integral and collaborative teaching style as opposed to middle and low-level schools.

Mainstreaming Learners of English as an Additional Language: The Class Teacher's Perspective

1999 ◽  
Vol 12 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Charlotte Franson
Keyword(s):  
Teacher's Perspective

scholarly journals Conducting Discussions in the Diverse Classroom

1992 ◽  
Vol 11 (1) ◽  
pp. 123-135 ◽  
Author(s):  
Andrew S. Knoedler ◽  
Mary Ann Shea
Keyword(s):  
Diverse Classroom
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