High Expectations and Differentiation Equal Academic Success

2015

Middle School Journal, 2004

The International Journal of the First Year in Higher Education, 2012

Higher Education by highlighting the importance of paying attention to students' experiences in the classroom. With the classroom experience of students in the United States college system firmly in mind, Tinto draws attention to what he calls the "attributes of effective classrooms". The classroom attributes he describes, such as clear expectations, timely support, feedback on assessment, engaging pedagogies and enhancing teaching skills, though drawn from the United States experience, are universal and as such are transferrable across national boundaries and applicable to higher education educators, leaders and policy makers globally. You can assess this universality by relating Tinto's criteria to your teaching environment.

CERN European Organization for Nuclear Research - Zenodo, 2022

Being a teacher is not only teaching and assisting students. They have the responsibility to know the correct way of giving feedback because the feedbacks may influence students to study more or make them feel disappointed. Many scientists shared a lot of ideas on this topic, but they all come to the same conclusion that future teachers should know how to criticize their students' abilities and give appropriate feedback. How to Give Feedback to Your Students? I. Why do students need feedback? Is it for only improving students' mistakes or something better? It is much deeper than you can assume. It is a way to motivate learners to do their best, become self-regulated learners, be confident and develop their skills. Meaningful feedback can greatly enhance their learning and achievement. However, the way to use feedback also has crucial importance. On August 6, 2014, the writer named Marianne Stenger wrote in her research that Professor James Pennebaker from the University of Texas at Austin has been researching the benefits of frequent testing and the feedback it leads to. He explains that in the history of education, the role of feedback has always been central: "When people are trying to learn new skills, they must get some information that tells them where they were not correct and where they should make some changes. Classroom learning is no exception."She said: "Both the mastery of content and, more importantly, the mastery of how to think to require trial-and-error learning." The drawback is that not all feedback is equally effective, and it can even be counterproductive, especially if it's presented in a solely negative or corrective way. II. What are the most effective ways to use feedback in education? Although, there is not a quick or easy answer to this question. The five researchbased tips which Marianne Stenger informs for providing students with the kind of feedback that will increase motivation, build on existing knowledge, and help them reflect on what they have learned.

Many practical studies are carried out to investigate factors affecting college students' performance. The focus of this research is that student performance in intermediate examination is linked with students' outline consisted of his approach towards communication, learning facilities, proper guidance and family stress. The research is based on student profile developed on the bases of information and data collected through assessment from students of a group of private colleges.

Whether conscious or subconscious, the power of our most fundamental beliefs strongly affects what we want and whether we succeed in getting it. Much of what we think we understand our personality comes from our mindset. This both propels us and prevents us from fulfilling our potential.

2022

Being a teacher is not only teaching and assisting students. They have the responsibility to know the correct way of giving feedback because the feedbacks may influence students to study more or make them feel disappointed. Many scientists shared a lot of ideas on this topic, but they all come to the same conclusion that future teachers should know how to criticize their students' abilities and give appropriate feedback. How to Give Feedback to Your Students? I. Why do students need feedback? Is it for only improving students' mistakes or something better? It is much deeper than you can assume. It is a way to motivate learners to do their best, become self-regulated learners, be confident and develop their skills. Meaningful feedback can greatly enhance their learning and achievement. However, the way to use feedback also has crucial importance. On August 6, 2014, the writer named Marianne Stenger wrote in her research that Professor James Pennebaker from the University of Texas at Austin has been researching the benefits of frequent testing and the feedback it leads to. He explains that in the history of education, the role of feedback has always been central: "When people are trying to learn new skills, they must get some information that tells them where they were not correct and where they should make some changes. Classroom learning is no exception."She said: "Both the mastery of content and, more importantly, the mastery of how to think to require trial-and-error learning." The drawback is that not all feedback is equally effective, and it can even be counterproductive, especially if it's presented in a solely negative or corrective way. II. What are the most effective ways to use feedback in education? Although, there is not a quick or easy answer to this question. The five researchbased tips which Marianne Stenger informs for providing students with the kind of feedback that will increase motivation, build on existing knowledge, and help them reflect on what they have learned.

North Central Association Quarterly, 1992

Guidelines for and obstacles to focusing on student learning .mitcomes as the primary educational goal are presented in this paper. Five obstacles that impede the focus on student outcomes are the beliefs that: learning should be normally distributed; education's purpose is to select tal.ent; the purpose of testing is for evaluation only; curriculum and instruction are ends in themselves; and specifying outcomes diminishes the creative process. Guidelines for improving student learning include: (1) think big, start small; (2) utilize teamwork; and (3) focus on success. (9 references) (LMI)

Teachers and students make up the two major actors in classroom environment. How these two interact will largely determine the amount of learning produced. Of the many forms of teacher-student interaction, such as instruction, social interaction, and discipline, the research indicates that feedback is one of the strongest predictors of positive learning outcomes (Hattie, 2009). While research indicates that in order for feedback to be effective, it needs to be timely, appropriate to the students’ proficiency, and formative (Kluger & DeNisi, 1996), teachers’ awareness of that alone is not enough to ensure successful learning outcomes. In fact, regardless of the quality of feedback produced by one teacher, if students do not believe the feedback being delivered is beneficial to reaching their goals, its effectiveness will be greatly diminished. It is therefore necessary to overcome any form of cognitive dissonance between teacher and student about useful feedback before the learning process can begin. Determining what types of feedback students believe are important will allow teachers to address these beliefs and re-align them with what research has shown to be the most beneficial. This research aims at answering two questions: 1) What feedback do students deem relevant? 2) What forms of teacher feedback do they perceive in the classroom? After introducing the background for the research, the presentation will examine the data collected through interviews with students in their native language, the methodology used to gather such data and the results from this preliminary study. This research is based in the foreign language classroom setting of a private Japanese university. Given the limited number of classes available during one academic year, teachers and students who are in accordance in their beliefs will benefit from a powerful learning environment. Raising teacher and student awareness of classroom practices and beliefs will not only promote student motivation and learner autonomy, but also the creation of this positive learning environment.