Essays On Accelerated Learning

Essays On Accelerated Learning-34
I have introduced SOLO taxonomy to my classes to provide consistent feedback that works between activities in a structured way, so that clear progression over several different topics can be seen and planned for.This innovation has already produced a measureable effect in the quality of my students work.

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The writing course teaches organization of sentences, paragraphs, and complete work.

Students learn to effectively communicate through developing and supporting a main idea, and organizing work in a natural way that includes a beginning, middle, and end.

Students can ask questions on anything they did not understand in EN 101 and will have extra support designed to help them succeed.

In addition to reviewing material from 101, the IRW 099 class will preview material and build background knowledge for 101.

Beyond mere language rules, students learn to improve their writing through avoiding cliches and awkward wordings, as well as avoiding confusing shifts in point of view.

Language mechanics covers basics that students should be familiar with to communicate clearly and professionally, including spelling, capitalization, and punctuation.

This often increases students’ confidence and improves their ability to successfully complete 101.

Students will have several major essays to complete for both classes; the papers in IRW 099 are related to and expand on content and skills from 101.

This information is also vital in the provision of differentiated work so that the learning can be personalised across the ability range.

I use a range of strategies to provide differentiated feedback to my students from success criteria checklists to comment only feedback as well as providing structures to facilitate and increase the accuracy of self and peer assessment.


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