scholarly journals Modeling classroom teaching as optimal communication

2018 ◽  
Author(s):  
Michael C. Frank ◽  
Lawrence Liu
Keyword(s):  
Formative Assessment ◽  
Prior Knowledge ◽  
Ability Grouping ◽  
Educational Interventions ◽  
Classroom Teaching ◽  
Good Teacher ◽  
Target Concept ◽  
Theoretic Analysis ◽  
Large Audience ◽  
Classroom Education

A good teacher is a good communicator. But communicating to a large audience can be difficult if audience members have differing preconceptions and hence construe the same message differently. Following this analogy of teaching as communication, we develop a framework for modeling classroom education as optimal communication to a variable audience. We study simple teaching games where teachers provide examples of a target concept to groups of students. Students synthesize these examples with their prior knowledge in order to induce the concept. We consider strategies for managing variability, including ability grouping ("tracking"), reductions in class size, and formative assessment. With known costs on actions, our model can also be extended for decision-theoretic analysis. This model provides a framework for estimating theoretical limits on the utility of educational interventions.

The evidence base for advanced learning programs

2020 ◽  
Vol 102 (4) ◽  
pp. 14-21 ◽  
Author(s):  
Jonathan A. Plucker ◽  
Carolyn M. Callahan
Keyword(s):  
Ability Grouping ◽  
Educational Interventions ◽  
Evidence Base ◽  
Substantial Evidence ◽  
Advanced Education ◽  
Acceleration Ability ◽  
Learning Programs ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

There is substantial evidence on the effectiveness of many forms of advanced education, especially various approaches to acceleration, ability grouping, and curricular innovations such as structured curriculum and enrichment. Nonetheless, additional research on the ways in which advanced education impacts the learning and lives of students across the variables of class, race, ethnicity, and gender is still needed, as it is for most educational interventions. Jonathan Plucker and Carolyn Callahan share the evidence base for several popular strategies and describe what evidence is still needed.

Exploring Teacher Beliefs and Use of Acceleration, Ability Grouping, and Formative Assessment

2014 ◽  
Vol 37 (3) ◽  
pp. 245-268 ◽  
Author(s):  
Tracy C. Missett ◽  
Marguerite M. Brunner ◽  
Carolyn M. Callahan ◽  
Tonya R. Moon ◽  
Amy Price Azano
Keyword(s):  
Teacher Beliefs ◽  
Formative Assessment ◽  
Ability Grouping ◽  
Acceleration Ability

scholarly journals Formative assessment of oncology trainees' communication with cancer patients about internet information

2013 ◽  
Vol 13 (2) ◽  
pp. 197-200 ◽  
Author(s):  
Carma L. Bylund ◽  
Miryam Sperka ◽  
Thomas A. D'Agostino
Keyword(s):  
Formative Assessment ◽  
Cancer Patients ◽  
Cancer Diagnosis ◽  
Standardized Patients ◽  
Educational Interventions ◽  
The Internet ◽  
Standardized Patient ◽  
Internet Search ◽  
Patient Assessment ◽  
Internet Information

AbstractObjective:Cancer patients and their caregivers often turn to the internet for information and support following a cancer diagnosis. Research shows a need for improvement in doctors' communication with patients about internet information. The purpose of this formative assessment was to evaluate oncology trainees' skills in talking about internet information with cancer patients.Methods:Thirty-nine oncology trainees were evaluated in a baseline standardized patient assessment as part of their participation in the Comskil Training Program. As part of the assessment, standardized patients were instructed to raise the topic of internet information they had read. Transcriptions of the video-recorded assessments were coded for patient statements and trainee responses.Results:Fifty-six percent of trainees used a probe to get more information before addressing the content of the internet search, while 18% addressed it immediately. Eighteen percent of trainees warned the patient about using the internet, and 8% warned about and also encouraged internet use. Thirteen percent of trainees praised the patient for seeking out information on the internet.Significance of results:This formative assessment indicated that the majority of trainees addressed the content of the internet search, while a minority addressed the internet as a tool and praised patients' efforts. Research in this area should examine the effectiveness of educational interventions for trainees to improve discussions about internet information.

scholarly journals Iterative Classroom Teaching

2019 ◽  
Vol 33 ◽  
pp. 5684-5692
Author(s):  
Teresa Yeo ◽  
Parameswaran Kamalaruban ◽  
Adish Singla ◽  
Arpit Merchant ◽  
Thibault Asselborn ◽  
...  
Keyword(s):  
Teaching Strategy ◽  
Classroom Teaching ◽  
Diverse Group ◽  
Target Concept ◽  
Learning Rates ◽  
Internal States ◽  
Accuracy Parameter ◽  
Full Knowledge ◽  
Teaching Problem ◽  
Theoretical Results

We consider the machine teaching problem in a classroom-like setting wherein the teacher has to deliver the same examples to a diverse group of students. Their diversity stems from differences in their initial internal states as well as their learning rates. We prove that a teacher with full knowledge about the learning dynamics of the students can teach a target concept to the entire classroom using O(min{d,N}log 1/ɛ) exam-ples, where d is the ambient dimension of the problem, N is the number of learners, and ɛ is the accuracy parameter. We show the robustness of our teaching strategy when the teacher has limited knowledge of the learners’ internal dynamics as provided by a noisy oracle. Further, we study the trade-off between the learners’ workload and the teacher’s cost in teaching the target concept. Our experiments validate our theoretical results and suggest that appropriately partitioning the classroom into homogenous groups provides a balance between these two objectives.

scholarly journals Application of Mobile Teaching Mode Based on MosoTeach: Benefits and Challenges

2019 ◽  
Vol 8 (3) ◽  
pp. 138
Author(s):  
Chen Li ◽  
Huang Jianbin
Keyword(s):  
Formative Assessment ◽  
Mobile Terminal ◽  
Mobile Internet ◽  
Assessment System ◽  
Smart Devices ◽  
Classroom Teaching ◽  
Statistic Analysis ◽  
Teaching Mode ◽  
Literature Research ◽  
Face To Face

With the development of mobile Internet and the popularity of smart devices, mobile teaching is considered to be a trend of future teaching. As one of teaching softwares based on mobile terminal, MosoTeach enjoys great popularity in China. With the information collected through literature research as well as authors’ experiences of applying MosoTeach in classroom teaching, the present paper introduces a mobile teaching mode based on MosoTeach, and addresses functions of MosoTeach, the application of mobile teaching mode based on MosoTeach, and its benefits and challenges. Three benefits are pointed out, which are diversification, personalization and liberalization of learning; timely, all-sided and formative assessment system; and the convenience of collecting data and doing statistic analysis. Meanwhile, there are also some arguments about this mode such as the efficiency of participation, balancing between activities in and out of the classroom, balancing between face-to-face interaction and interaction through MosoTeach as well as the popularization in poverty-stricken areas, and some suggestions are put forward to solve these problems. Teachers should plan and organize the teaching materials well, and differentiate activities according to different phases in which those activities are carried out and keep balance between face-to-face interaction and interaction through MosoTeach.

scholarly journals Exploration and Analysis of Higher Vocational English Classroom Teaching from the Perspective of Educational Ecology

2020 ◽  
Vol 9 (5) ◽  
pp. 84
Author(s):  
Hua Huang
Keyword(s):  
Vocational Education ◽  
Teaching Methods ◽  
Learning Ability ◽  
Classroom Teaching ◽  
Higher Vocational Education ◽  
English Teaching ◽  
Teaching Reform ◽  
Classroom Education ◽  
English Classroom

English teaching in higher vocational education has always been one of the difficulties. Due to the weak learning foundation of students, insufficient learning ability, and some problems in teaching methods, the quality of higher vocational English teaching has never been effectively improved. This article analyzes the current problems in English classroom education in higher vocational education from the perspective of education ecology, and implements some effective teaching reform measures for these problems, in order to effectively improve the quality of higher vocational English teaching and enhance students' comprehensive ability.

Illustrating formative assessment in task-based language teaching

ELT Journal ◽  
2019 ◽  
Vol 74 (1) ◽  
pp. 10-19 ◽  
Author(s):  
Zhengdong Gan ◽  
Constant Leung
Keyword(s):  
General Education ◽  
Formative Assessment ◽  
Learning Process ◽  
Language Teaching ◽  
Effective Means ◽  
Classroom Teaching ◽  
Regular Classroom ◽  
Teaching Context ◽  
Closing The Gap ◽  
Policy Interest

Abstract There has been an increasing professional and policy interest in using formative assessment as part of the learning process in the classroom, with increasing numbers of educators regarding it as an effective means of closing the gap between students’ current and desired performance. However, there is a range of different views on what actually constitutes formative assessment and how it may be incorporated into regular classroom teaching. Furthermore, formative assessment is often misconstrued in reality, and teachers face considerable challenges in implementing formative assessment in their daily classes, particularly in the ESL teaching context. The purpose of this article is, therefore, to review how formative assessment has recently been discussed in both general education and L2 assessment fields, and to illustrate how formative assessment can be implemented in task-based language teaching in the daily ESL classroom.

scholarly journals Kommunikation kring elevens förkunskap som en del av den formativa bedömningenCommunication about pupils´ prior knowledge as a part of formative assessment

2015 ◽  
Vol 11 (2) ◽  
pp. 180-191
Author(s):  
Ann-Catherine Henriksson
Keyword(s):  
Formative Assessment ◽  
Prior Knowledge ◽  
Point Of View ◽  
Structured Interviews ◽  
Primary School Teachers ◽  
Subject Knowledge ◽  
Teachers Perceptions ◽  
Heterogeneous Classes ◽  
And Control

Communicating pupils´ prior understanding and knowledge is essential when you look upon learning from a constructivist point of view. Formative assessment is an important factor influencing learningand making learning visible for the pupil and the teacher. This qualitative study focuses on how primary school teachers look upon communicating the pupils´ prior understanding and knowledge in the science subjects. The main aim of the study is to clarify class-teachers´ perceptions of communication about pupils´ prior knowledge according to the extent and the form. The semi-structured interviews were conducted in spring 2012. The teachers´ perceptions of communication about the pupils´ prior knowledge can as a result from this study be categorized into four different categories: 1. A structured control considering both the students and the teacher’s awareness. 2. A discussion about the upcoming theme. 3. The teacher feels that he or she is aware of the knowledge level without communication. 4. Avoidance of discussion and control because the teacher feels unsecure about his or her own subject knowledge. The research implies that because teaching science in very heterogeneous classes can be challenging the teachers seem to need more knowledge about how to improve the quality of formative assessment. Further, they need more knowledge about what benefits you as a teacher and the pupils get from using formative assessment.

scholarly journals PENGARUH BALIKAN FORMATIF TERINTERGRASI STRATEGI PEMBELAJARAN DIAGRAM VEE DAN KEMAMPUAN AWAL TERHADAP PENGUASAAN KONSEP SISWA

2016 ◽  
Vol 12 (2) ◽  
pp. 183-188 ◽  
Author(s):  
E. W. N. Sofianto ◽  
W. Wartono ◽  
S. Kusairi
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Experimental Method ◽  
Prior Knowledge ◽  
Homogeneity Test ◽  
Science Program ◽  
School Year ◽  
Normality Test ◽  
Quasi Experimental ◽  
Static Fluid

Penelitian ini bertujuan untuk mengetahui interaksi antara penilaian formatif dengan kemampuan awal terhadap penguasaan konsep siswa materi fluida statis, suhu, dan kalor. Metode penelitian menggunakan kuasi eksperimen faktorial 2 x2. Populasi penelitian ini adalah seluruh siswa kelas X MIA SMA Negeri 1 Singosari tahun ajaran 2014/2015 yang terdiri dari 5 kelas dengan jumlah 170 siswa yang akan mendapatkan materi fluida statis, suhu dan kalor. Sampel yang digunakan adalah kelas X MIA 1 dengan pembelajaran Diagram Vee-balikan formatif, sedangkan X MIA 3 menggunakan Diagram Vee-penugasan. Penguasaan konsep siswa diukur dengan tes penguasaan konsep pada materi fluida statis, suhu dan kalor. Hasil dari tes penguasaan konsep dianalisis dengan uji prasyarat analisis. Pada uji normalitas, kemampuan awal siswa dan penguasaan konsep siswa terdistribusi normal dengan nilai p (sig) > 0,05. Pada uji homogenitas, kemampuan awal siswa dan penguasaan konsep siswa data homogen dengan p (sig) > 0,05. Hasil uji hipotesis penelitian menggunakan uji Anova Two Ways, menunjukkan tidak ada interaksi antara kemampuan awal dan penilaian formatif terhadap penguasaan konsep.This study aimed to determine interaction among formative assessment, prior knowledge and the student mastery of the concept of static fluid, heat and temperature. This research used quasi experimental method using 2x2 factorial. The population was all students of grade X, science program of Senior High School Singosari, school year 2014/2015 which consists of five class with 170 students who will get material of static fluid, heat and temperature. The samples were grade X science 1 with Diagram Vee formative assessment and grade X science 3 with Diagram Vee assignment. Mastery of concepts were measured by using sumative test of static fluid, heat and temperature. Result of mastery of concepts were tested by using analysis precondition test. The normality test showed that prior knowledge and mastery of concepts of student was normally distributed with p (sig) > 0,05. The homogeneity test showed that prior knowledge and mastery of concepts of student were homogenous with p (sig) > 0,05. Result of hypothesis testing with Anova Two Ways showed no interaction among prior knowledge, formative assessment and mastery of concepts .

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