Research shows that grades are often not a good reflection of student learning and growth, and that being graded can be stressful for students. In addition, many traditional grading practices can exacerbate existing academic inequalities. We encourage faculty to design assessments that directly support student learning first, with their evaluative role considered secondarily.
We have compiled some options for creating assessment activities and policies which are learning-focused, while also being equitable and compassionate. The suggestions are loosely grouped by expected faculty time commitment. Many suggest ways faculty can provide students with skills practice, feedback on their performance, and opportunities for reflection on their learning processes and growth. In all cases, the suggestions below assume some course design fundamentals including assessments aligned with course learning objectives.
will reveal the secrets of High Frequency Trading programs in the Markets.
Imagine having a template you could put on your charts in Pre-Market Knowing in Advance where the trade setups are to occur.
Bilingual education: always concerned with power relations among languages, Critical Approach there should be a fundamental pedagogical assumption and a commitment to social justice: in order to create the best learning environments for bilingual learners, educators should acknowledge these three central principles (affirming linguistic and cultural identities, promoting additive bilingualism, and fostering integration) When teachers are empowered and see themselves as agents of change, they can graps and integrate various approaches to bilingualism to support the students
This research paper explains how increasing and improving practitioners’ knowledge of the importance and value of speech, language and communication skills contributes to advancement of educational, social and emotional competences; focus was on development for children in the Early Years. Proposed is the necessity to embed speech, language and communication development in practice, and the provision of a language and communication rich environment is considered a key strategy to influencing progress. The paper describes a research project that was subsequently evaluated using a multiple-method approach to afford a comprehensive analysis of findings. Outcomes were to highlight necessity for improvement of knowledge of less experienced practitioners, and added reinforcement for those who were relatively proficient; further, it was suggested that effective mentoring was required to maintain wide-ranging and continual growth of practitioners’ expertise. Development of confidence in subject knowledge was also essential in providing a child-initiated approach to learning; this, it claims, would enhance the fostering of a learning community which would place greater importance on the requirement for enhancement of speech, language and communication skills.
The objective of this book to help language researchers, teachers, and learners understand better the nature of Language Learning Strategies. In this way, this book attempts to explore the nature of Language Learning Strategies from a variety of different perspectives. Such exploration includes different issues of Language Learning Strategies.