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Step 6 : Make Sure the Reward Structure Is ConsistentNothing torpedoes teachers' good intentions quite so effectively as urging students to participate in activities that the teacher values but that the students have decided are not rewarded by whatever evaluation system is in place. It is this realization that totally changed my thinking on grading students for participation in discussion. For many years I relied heavily on discussion as a way of teaching but graded students on the quality of their papers. Not surprisingly, student take-up in discussion was extremely spotty-a few naturally garrulous extroverts (or egomaniacs) tended to be responsible for 90% of the conservation. Once I fully realized just how much student behavior was determined by the response to the question "Will this be on the test?" I developed a Grading Participation Rubric that specified in advance a number of concrete behaviors that I was looking for as evidence of good participation. Example of these are
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