布朗代写Essay:GCSE应用科学课

2017-06-05 04:38

与GCSE应用科学课不是很容易申请的理论。学生的目标等级范围从g-a.，因此确定其具体的知识层面或他们在他们的实际性能区是很有挑战性。如此大的阶段性传播意味着经常需要采取一种说教式的方法来为低成就的学生提供一个基本的基础知识水平，这样他们就可以进入课堂。在某些情况下，学生不能访问的教训完全是因为他们的不满从学科或学校一般。大多数班级还没有达到正式的运作阶段，有的在具体的经营阶段苦苦挣扎。一个很好的例子是当一个学生挣扎在无果的石灰石的概念。找到中间地带，在高达的学生不会厌烦等待下达到学生获得对任务或明白怎么做是非常具有挑战性的，在一些点，觉得完全没有意义试图将社会建构主义理论对教学计划这样一个广泛的等级是一个关键的问题时，试图将这些理论应用到课。
布朗代写Essay:GCSE应用科学课
With the GCSE Applied Science class it wasn't as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit.Finding the middle ground, where the higher attaining students wouldn't be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons.