مقاله انگلیسی رابطه میان استفاده از نشانه های معلم و دقت نظارت آنان بر درک مطلب
Abstract
Keywords
Teachers’ cue-utilization
Cue-diagnosticity
Teachers’ cue-utilization and used-cue value judgment accuracy
The current study
Method
Student measures
Teacher measures
Procedure
Teachers
Used indices and analyses
Results
Discussion
Conclusion
Author note
Acknowledgments
Appendix A.
Appendix B. Supplementary data
References
abstract
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring accuracy. Using non-diagnostic student cues hampered teachers' monitoring accuracy. The key to further improve monitoring accuracy might lie in improving teachers’ ability to accurately judge diagnostic cues and help them ignore non-diagnostic cues. Every student is different and thus has different needs to learn effectively. Instructional support that is adapted to these needs promotes students' learning (Author, 2010; Parsons et al., 2018). To deliver adaptive support, teachers must know what their students know (Author, 2011; Klug et al., 2013). During or in between lessons, determine what their students know by looking at students' work. Based on this, teachers adapt their instruction or lesson plan for subsequent lessons.