Opportunities for Learners to Improve Work

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Task 10:-Provide Opportunities and encouragement for learners to improve upon their
work
Example Observation/ Witness Statement
Student Name
Student Number
Date
Learning Outcome Use of the Assessment strategies to promote
learning
Assessment Criteria Task 10
Description of the Activity undertaken with an intention to achieve the objective
I gave them a task to write about a museum that they have visited. In order to go for an
assessment, I did a segmentation of my class based on their previous results. The in-depth
study of the academic performance gave me a list of high performers, average performers,
and low performers. I immediately jot down a list of "High ability students, "Average ability
students" and "Low ability students." It is essential for a teacher to identify the performance
levels and create a distinction for them. This mapping of the class based on the assessment of
the students s allows a teacher to formulate group specific and person student specific
strategies to intervene the students and bring out the best in them (Marzano, 2012).
I fixed two goals for myself; the students with higher and average mental ability will commit
fewer mistakes in the use of the capital letters, placement of the finger spaces and right use of
the comma and full stops, it was the primary objective of the exercise. Students with lower
performance levels will find it difficult to differentiate between the places where commas or
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full stops can be placed. This is why the focus area was to check the answers for the
placement of the punctuations and sentence framing. In the case of higher ability students, I
decided to fix a challenge by telling them to accommodate connectors like "because" and
"so" etc.
Education is not all about highlighting the weaknesses of a student when we are teaching any
particular language for any standard, we should never forget the fact all the individuals on
this earth are familiar with a universal language. Every human being has a different capacity
to play with the words. As a language teacher, it is our responsibility to bring every student
closer to the right expression in the form of the language. Adequate grammar is a tool, good
grammar is an asset for the expression, however, the natural flow of the expression is another
that should be cultivated if it is present in a student (Dixie, 2011). This universal rule of
language teaching is applicable to other subjects as well.
While checking the answers of the students, I worked on a checklist that I developed with the
help of the performance assessment of the students. The answers were written by the students
also gave me a fair idea about the familiarity with the subject and where they are standing in
the terms of the learning that they received prior to writing the answer. When a teacher works
with a particular class he doesn't require to for assessment on a daily basis because after two
or three assessments they become familiar with the strengths and weaknesses of the students.
While checking the answers of the students I not only corrected them but also gave them
some insights that how they can apply this knowledge further in life. I told them the
importance of the right placements of the commas and full stop by correcting their mistakes
and how these mistakes can become a bad impression for them.
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Task 11: Use information gained from monitoring from learner participation and
progress to help learners to review their learning strategies, achievements, and future
learning needs
Student Name
Student Number
Date
Learning Outcome Ensuring the participation of the students s in
the class and help them in drawing strategies
to improve their learning capacities and
develop a better understanding of the subject
better.
Assessment Criteria Task 11
In general, a teacher can adopt two techniques to check the presence of the students in the
class. A first technique is a technique of "answer first and question later" and the second
technique is the technique of the "amplification of the question." While teaching "Doppler's
effect" in a physics class we can take the example of two trains moving towards each other.
The concept of the relative velocity is easy to understand; a student can always add or
subtract the velocity of the two trains. As a teacher, we can demand an answer from the
students. Since it is a simple sum, the majority of the students will love to answer this
question. This simple technique will engage them in the classroom. Later on, after winning
their attention we can switch on to a complex scenario like Doppler's effect. The first
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technique of winning their engagement was from Unit 5 and delivering a lesson afterward
was a part of task 11.
Addition of two random objects to demonstrate the positioning of the objects for the desired
Doppler effect was another technique; the engrossment of the visual senses is another
technique or a trick in the arsenal of a teacher to increase the engagement level of the
students. The first task engaged them in a calculation and provided me an opportunity to go
for an assessment of their engagement levels. The second technique allowed them to observe
the things from a different point of view and feel belongingness with the subject (Brookfield,
2017).
With the help of these two techniques, I achieved a state of mind in the learners that they are
solving the riddles or exploring something new in the life with the help of the prism of
education. This step by step learning by bringing out the answers from the students
themselves helps them in gaining confidence while learning.
Further Action
I am seeking for some intermediate questions that can be asked in the classroom to check the
understanding of the learners. It is important, prior to testing them with the final exercise
after the lesson. The assessment of the intermediate questions will give me an idea about the
understanding levels of the learners and I will be able to pay proper attention to the students
that are not able to comprehend certain things in the theory.
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