Moreover, Hill reports that he used to spend 16 hours a week lecturing, and now he uses that time to mentor students individually. Thus while Hills may still be putting in the same amount of hours, his students, who are only mentored for minutes at a time each day, are bound to be happy about the reduced investment of their own time. While Hills does state that those students who were not willing to work hard and show progress "phased themselves out" he does not provide any real evidence that the reason for his system's popularity was based on the pride of personal achievement as opposed to taking an 'easier road'.
Identification of At Least Two Problems or Strengths
Starting with the positive, the main strength of this article (and its content) is that it provides ideas for developing helpful evaluation and tracking tools for teachers to measure student progress. Moreover, each of these tools is based on time-honored, proven models devised by experts (although Deming's model is traditionally associated with manufacturing rather than teaching). The article also flows in a very "reader-friendly" manner, as Hills himself would describe it.
The weakness of the article rest primarily on the overly optimistic and evidence-deficient assessment of Hills' model. Obviously, the author is prone to be biased in favor of his own model. However, Hills' takes this to the extreme, noting absolutely no defects in his model, and essentially hailing it as the perfect remedy to poor writing instruction. While he provides a few statistics about how much the students liked the new system, these figures are essentially meaningless without hard evidence to back up their levels of improvement. The only 'evidence' Hills provides is in the form of a fictitious student with fictitious scores. There is also a considerable lack of support from the scholarly literature to support his conjectures, with the only two references provided being a book by Benjamin Bloom and a secondary...
The first affect would be for the educator to want to implement the technique within their own classroom setting, which is the intent of the article. The reader then would have to research the issue further to see if this particular method of instruction was successful in other classroom settings and seek to adapt the method to their own classroom and subject matter. Finally the reader would have to
There is no right or wrong way in curriculum development from a constructivist approach because knowledge is individually constructed by the learner herself on the foundation of what she already knows, so therefore it is impossible to come up with uniform learning outcomes for all students. 4. Devise five to seven criteria for judging the articles. (for example, ease of reading, application to curriculum development, author proved main points, and
References Atkinson, R.C. & Shiffrin, R.M. (1968). "Human memory: A proposed system and its control processes." in, Spence, K. & Spence, J. (Eds), Advances in the Psychology of Learning and Motivation, 2(1): New York: Academic Press. Bailey, a.J. (1986). Policy making in schools: Creating a sense of educational purpose. Balshaw, M. (1991). Help in the classroom. London: David Fulton Publishers. Campbell, J., Kyriakides, L., Mujis, D. & Robinson, W. (2004). Assessing teacher effectiveness: Developing
teaching of statistics and problems encountered in such teaching. Teaching Statistics: An Annotated Bibliography Albert, Jim. Teaching Statistics Using Baseball. New York: The Mathematical Association of America. 2003. Baseball is a very statistically oriented sport, more so than any other sport. This book applies statistical methods and techniques to the game of baseball. Since students often have difficulty learning statistics because they are presented with examples that they have no frame of
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is
Since smaller class size has been shown to positively affect student learning, at least in the early grades, one might also infer that this affects teachers' work positively. Further, researchers have found a positive relationship between collective bargaining and increased preparation time for teachers, which many educators believe is essential for good teaching and collaborative work among colleagues within a school. Collective Bargaining, Unions and Teacher/Educational Quality In a March 1999
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