Events Of Instruction And Evaluating The Learners

The first way of evaluating performance may be through self-evaluation, either via a reflective journal or by writing an evaluation on a lesson plan or scheme of work. After each lesson I deliver, I write a short evaluation which has

Evaluation is a process that is used to look at the project, policy or program critically. It includes the collection and analyzing information that is related to the program or policy and that of its outcome. The Main purpose is to improve the policy or the program effectiveness. This will also help to identify any of the weak areas and changes that need to be made in the policy.

In comparing and contrasting Gagne’s Nine Events of Instruction and the Lesson Plan provided, I found several similarities. Two such similarities were found in step two of the lesson plan [Lesson Learning Targets/ Objectives (1A) (1C)] and steps two and three of Robert Gagne’s Nine Steps of Instruction [Stimulate recall of prior learning (scaffolding)]. Both deal with identifying objectives prior to the lesson and reminding students of previous learning

The assessment is used to decide whether a program accomplishes the goals of the program and ensures stakeholders stay on task producing constantly improving results by inspecting all areas of the program, including determining needs, analyzing program costs, examining employee roles and their responsibilities, conducting an economic and efficiency audit, and deciding the next steps the program should undertake.

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

Assessment is used to make a specific educational decision and is the process of evaluating the extent to which participants in education

Students will demonstrate their reading skills by reading through the reading material with reason and comprehension

The process evaluation activities that were incorporation to this implementation process were a verbal quiz pre/post test, answering anonymous questions, and re going over the quiz at the end. While some of the objectives were achieved and others were not due to the fact we only held this class once and won’t be able to follow up.

I will assess the students understanding of the task during the conclusion, where we will more speaking and writing practice (Swinburne 2016). I will try to give students lots of fun such coloring and creative thinking practice, this activity to learn in lesson and discussion or reviews of the content (Swinburne 2016).

Evaluation is an assessment of something or making an observation of the outcome whether good or bad. An example of evaluating is after the Year 8 disco, was the year 8 pupil’s filing out an evaluation form on how they thought the event went. There are many different ways to evaluate such as minutes of meeting, questionnaires, post-event papers and circulation list.

Process evaluation is used to determine if the program activities have been implemented as intended. Outcome evaluation is used to measure effects of a program in the target population by estimating the progress in the outcome objectives that the program is to achieve (CDC, n.d.).

Evaluation and review. Monitor progress regularly to know if course or actions is effective or if needs to be improved.

Intermediate stage: An evaluation will be conducted at the end of session two in the program to identify strengths and weaknesses and enhance quality and effectiveness (Bredehoft & Walcheski, 2009). Collecting information during a program helps determine adjustments that are needed (Bredehoft & Walcheski, 2009).

The purpose of this study is to evaluate the effectiveness of the Comprehensive Instructional Sequence when decoding complex text on students’ reading comprehension. Two groups of students were selected: one group used Comprehensive Instructional Sequence to decode and scaffold text; the other group used the previous classroom methods in which there was no continuity. Students were measured using State of Florida progress monitoring tests in which reading comprehension and Lexile were measured. Students in the experimental group were taught using the Comprehensive Instructional Sequence for four weeks. Analysis has yet to be determined. Therefore, the findings are unable to be reported. The abstract will be updated when the study period

There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The following will discuss direct instruction and a few scenarios in which this teaching approach is appropriate.