Assessment for learning [AfL] is bound up with students becoming autonomous lifelong learners who are active participants in the classroom and beyond. This book explores teacher and student experiences of AfL interactions in primary science and technology classrooms. Working from a sociocultural perspective, the book's fundamental premise is that AfL has a contribution to make to students developing identities as accomplished learners and knowers. The focus is on understanding and enhancing teacher practices that align with the spirit of AfL.
Praised for a very engaging writing style, comprehensive coverage of key research, and strong pedagogical features, Ciccarelli and White focus on getting students to read their textbook. Using the most recent recommended APA undergraduate psychology learning outcomes, the authors establish clear learning objectives for students that are tied to these objectives. Student and instructors praise Ciccarelli and White's approach to teaching and learning in today's classroom.
Discovery School - 100 Greatest Discoveries - Genetics
1. Rules of Heredity (1850s) Austrian monk and botanist Gregor Mendel discovers how genetic information is passed down through generations. In experiments performed on pea plants, he notices that characteristics of a plant's offspring, such as height, exhibit recessive and dominant behavior. Mendel's findings are ridiculed during his lifetime and he dies never knowing that he would come to be known as the "father of genetics."
2. Genes Are Located on Chromosomes (1910 – 1920s)
Let your students' success build on success! Use these phonetically controlled stories to help students thoroughly learn, practice, and apply phonics-independently and with growing confidence.
Features • Features 140 Readers of about the same difficulty (10 in each set). • Gives students a sense of accomplishment in completing an entire book in 8 pages. • Provides decoding practice, application with a phonetically controlled vocabulary. • Checks comprehension with a sequencing activity at the back of each book.
The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.
