Accountability is a top priority on education agendas around the country. Many states are seeking to build programs to increase student success standards and provide quality learning opportunities for students.
The four criteria below can be useful in shaping the design of “understanding performances amongst learners”.
Novel Application: Apply, coordinate, analyze, evaluate or synthesize
Previous experience and skills for solving new problems or making new decisions strengthening, expanding, and strengthening one’s abilities and expertise – not only exercised.
Significant inquiry: To participate in the creation of different modes of disciplinary thought to develop new personal experiences and understandings that go beyond the apparent and broaden the present level of awareness of the subject matter.
Efficient Communication: To communicate, to reflect, to justify, to help and effectively conveying thoughts, understandings, approaches, and processes and effectively using of disciplinary methods, symbols & vocabulary.
Perceived Word: creating discourse, goods, or performances that have some sort of personal significance and importance beyond simply “doing the teacher’s job.” Such activities at the highest level can also have practical, artistic, or social significance that transcends the classroom and links the learning of students to the broader world.
Learning is seen as an active process of understanding and creating representations of the individual experience. The students must consciously process the information and
Using experience to develop awareness. Active knowledge building in context contributes to advanced thinking and learning activities which lead to the acquisition of high-quality knowledge.
Since real-life issues have a context that varies from the learning background, students should also be able to adapt to new circumstances the information and skills they have gained at school. They must become able to apply the information in their worlds, outside the walls of the classroom. It is not a question of achieving short-term goals in education, but of combining gained knowledge and skills with more general objectives, such as recognizing the current environment and adjusting to changing circumstances.
We should take into account the current understanding of instructional design[15] to create effective instructional settings that help students develop knowledge and skills. In the field of research on learning and teaching, there is now a broad consensus that successful learning occurs when learning environments are ‘strong’ to promote learning that is ‘constructive, integrated, self-regulating, goal-oriented, situated, collaborative’ and takes into account ‘individually different processes of building meaning and building information’. In particular, an instructor should concentrate on the learning conditions needed to build competencies for action. Owing to the development of a critical, pluralistic, and democratic way of thinking, learning is thought to be transformative.
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