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Constructive Guidance

Constructive Guidance. Done by: Lisa Adyani bte Hj Sabri Nor Raihani bte Hj Mat Salleh Dk Noor Hidayati bte Pg Ahmad Rohaiza bte Hj Marjik. Why learners need constructive guidance?. Learners need information and guidance in their learning. Teachers should:

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Constructive Guidance

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  1. Constructive Guidance Done by: Lisa AdyanibteHjSabri Nor RaihanibteHj Mat Salleh Dk Noor HidayatibtePg Ahmad RohaizabteHjMarjik

  2. Why learners need constructive guidance? • Learners need information and guidance in their learning. • Teachers should: • pinpoint the learner’s strengths and advise on how to develop them; • be clear and constructive about any weaknesses and how they might be addressed; • provide opportunities for learners to improve upon their work.

  3. How to provide constructive guidance? • Differentiated Teaching • Teacher should practices differentiated teaching, where teacher creates multiple paths so that student of different abilities, interests or learning needs experience equally appropriate ways. • Teacher should diagnoses the difference in readiness, interests and learning style of students in the class.

  4. How to provide constructive guidance? • Provide Feedback • Teacher should be able to give immediate feedback on their task. • Be specific about what has been done • Get the student to correct their errors or work towards their improvement in future work • Teacher should be able to give opportunities for the student to be involve and give feedback on their peers.

  5. How to provide constructive guidance? • Avoid being judgmental • Teacher should avoid criticisms like “your work is such a mess!!” instead use “what do you say we go over something that could improve your next essay?” • Ask open question to generate discussion, example: The teacher was asking about the computer hardware, a student gave wrong answer. The teacher should avoid criticizing the student instead open the same questions to other students

  6. The principles of feedback • Look for strengths and build up confidence by highlighting the positive things before talking about possible improvements. • Give praise and encouragement where appropriate. • Ask for the learner’s views – they may well be aware of areas that they could improve. • Own your feedback – say ‘I think’. • Be specific – comment on specific parts of their work and give examples. • Try to find ways forward together – the learner is more likely to do things if they feel they own the choices made.

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