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17.05.2018

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The extent to which students have been required to actively do something with what they have learned will determine how deeply they know it. National Academy Press. On technique, trust, and responsiveness in the classroom 2nd ed. This will help you determine the proper scope and pace of your own course. For example, if a number of students in an anthropology class come from the design department, using examples and illustrations that relate to different cultural aesthetics or the use of objects in diverse cultural contexts will help students connect their disciplinary knowledge to the new material they are learning and to see its relevance to their own interests and future work. To plan an effective course, it is important to consider who our students are, taking into account their prior knowledge. A well-designed pretest can identify areas of robust or weak understanding. One easy way is to administer a simple diagnostic pretest during the first week of class. Xhamster teacher

Xhamster teacher





Xhamster teacher





Xhamster teacher





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  1. A quick glance at the concept maps students draw can give you a good sense of how well students currently understand the issue and help you identify misconceptions and inaccuracies. If mastery of prerequisite skills is poor across the majority of the students, you may have to adjust the pace or scope of the course accordingly.

  2. Thus, when you are planning a class it is important to determine what your students are likely to know coming into your course and later in the planning process how well they know it. You might also talk to colleagues teaching "down-stream" courses i. For example, if a number of students in an anthropology class come from the design department, using examples and illustrations that relate to different cultural aesthetics or the use of objects in diverse cultural contexts will help students connect their disciplinary knowledge to the new material they are learning and to see its relevance to their own interests and future work.

  3. A well-designed pretest can identify areas of robust or weak understanding. If the majority of your students come from within your discipline, it might be reasonable to assume that they have certain kinds of background knowledge, skills and experience. If mastery of prerequisite skills is poor across the majority of the students, you may have to adjust the pace or scope of the course accordingly.

  4. A quick glance at the concept maps students draw can give you a good sense of how well students currently understand the issue and help you identify misconceptions and inaccuracies. If a small number of individuals lacks the necessary skills, this information can help you advise them appropriately, perhaps to seek outside tutoring or even, in some cases, to drop the class. Pay attention not only to what topics have been covered but the extent to which students have been asked to apply particular skills and knowledge for example, have they been required simply to identify theories or to do something more sophisticated, such as make predictions on the basis of different theoretical orientations?

  5. How people learn: Thus, when you are planning a class it is important to determine what your students are likely to know coming into your course and later in the planning process how well they know it. San Francisco:

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