If a content area you teach matches one of the examples from the…

jai31021 If a content area you teach matches one of the examples from the…If a content area you teach matches one of the examples from the chapter (elementary reading, elementary or secondary writing, math problem solving, social studies or science textbook comprehension, or content-area project-type assignments), analyze the example from the perspective of your particular students and learning goals.If your teaching area does not match one of the examples from the chapter, construct your own example. Use the feedback principles from Chapters 1, 2, and 3 and apply them to the kind of student work for which you give feedback.why is teacher modeling of the use of feedback a powerful strategy? Think of as many reasons as you can, from this book but also from your own experience and from other reading.If you have used student self-assessment with rubrics in your class, how many of the following different kind of students have you encountered? What did you do in each case?A student who easily and accurately assessed his or her work.A student who seemed to lack confidence in his or her “right” to assess his work (isn’t that the teacher’s job?).A student whose assessment of his or her work was less favorable than you (the teacher) thought it should be.A student whose assessment of his or her work was more favorable than you (the teacher) thought it should be.Why is it helpful to have students develop a sense of ownership of rubrics, either by “translating” yours into kid-friendly terms or by creating their own? Describe situations you think would be appropriate for each, and tell why. If you have experimented with either of these methods, describe what you did and what the results were. Is there anything you would do differently next time?Describe several different ways for students to get more information than a grade out of a test. Which of these ways might be appropriate for the class(es) you teach?What knowledge and skills that you teach are appropriate for peer assessment? What knowledge and skills that you teach are not appropriate for peer assessment? How do you know the difference?Previous to reading this book, had you considered your assignments to be “embodiments of the learning targets” for students? If not, describe what difference this insight will make in your teaching. If so, describe what difference this insight has made in your teaching.How do you help students see the connection between their use of your feedback and the progress they make? How do you help students see the connection between their specific efforts and their learning? Why are these things important?Arts & HumanitiesEnglish