Fill in the table with appropriate approach write your answer in the table below brainly

Students come to the classroom with a broad range of pre-existing knowledge, skills, beliefs, and attitudes, which influence how they attend, interpret and organize in-coming information. How they process and integrate new information will, in turn, affect how they remember, think, apply, and create new knowledge. Since new knowledge and skill is dependent on pre-existing knowledge and skill, knowing what students know and can do when they come into the classroom or before they begin a new topic of study, can help us craft instructional activities that build off of student strengths and acknowledge and address their weaknesses.

Table of Contents Show

Examples of Methods for Assessing Prior Knowledge and Skills
Concept Inventories
Concept maps
Self-Assessment Probes
What if the components of a course are misaligned?
What do well-aligned assessments look like?
This will help you to:
Create your own self-care plan
A word of caution:
Next steps

Once prior knowledge and skill is assessed, there is a range of potential responses, depending upon the type of course, the uniformity of results, and the availability and type of supplemental materials and alternatives. For example, if a majority of the class possesses misconceptions or weak understanding of a concept that you viewed as a critical prerequisite, you may decide to include covering it in class, provide a supplementary session on it, or provide links to materials for students to engage with on their own. Similarly, if most students demonstrate proficiency in a skill you were planning to cover, you may decide to drop it and replace it with another skill that they have not yet developed, or adjust the level of complexity or time you spend on it. Individual students lacking many of the prerequisite skills and knowledge could be encouraged to take prerequisite courses or be forewarned that they need to develop proficiency in areas on their own if they are to succeed in the course. Thus assessing prior knowledge can enable both the instructor and the student to allocate their time and energies in ways that will be most productive.

Examples of Methods for Assessing Prior Knowledge and Skills

There are several different methods to assess pre-existing knowledge and skills in students. Some are direct measures, such as tests, concept maps, portfolios, auditions, etc, and others are more indirect, such as self-reports, inventory of prior courses and experiences, etc. Below are links to some methods that instructors at Carnegie Mellon and elsewhere have employed.

Concept Inventories

Concept inventories are multiple choice or short answer tests that target fundamental concepts within a domain. These tests are designed to uncover systematic misconceptions.

Example 1: Mechanics This link contains sample items from the Mechanics Baseline Test (Hestenes & Wells, 1992). The test is designed for students who have received some formal instruction on mechanics and is meant to assess conceptual understanding, not quantitative skills.
Example 2: Statics This link contains sample items from a Statics Inventory developed by Paul Steif, Carnegie Mellon.

Concept maps

Concept map activities can reveal the underlying structure or organization of students knowledge of a concept or constellation of concepts. These are very helpful when the kinds of causal theories and relations among ideas are critical to them understanding the course materials.

How to Create Concept Maps

Self-Assessment Probes

Self-assessment probes are indirect methods of assessment that ask students to reflect and comment on their level of knowledge and skill across a range of items. These items can include knowledge and skills that are prerequisites for the course as well as items that will be addressed in the course.

Student Self-Assessment Methods

Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another.

To ensure that these three components of your course are aligned, ask yourself the following questions:

Learning objectives: What do I want students to know how to do when they leave this course?
Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?
Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments?

What if the components of a course are misaligned?

If assessments are misaligned with learning objectives or instructional strategies, it can undermine both student motivation and learning. Consider these two scenarios:

Your objective is for students to learn to apply analytical skills, but your assessment measures only factual recall. Consequently, students hone their analytical skills and are frustrated that the exam does not measure what they learned.

Your assessment measures students’ ability to compare and critique the arguments of different authors, but your instructional strategies focus entirely on summarizing the arguments of different authors. Consequently, students do not learn or practice the skills of comparison and evaluation that will be assessed.

What do well-aligned assessments look like?

This table presents examples of the kinds of activities that can be used to assess different types of learning objectives (adapted from the revised Bloom’s Taxonomy).

Type of learning objective	Examples of appropriate assessments
Recall Recognize Identify	Objective test items such as fill-in-the-blank, matching, labeling, or multiple-choice questions that require students to: recall or recognize terms, facts, and concepts
Interpret Exemplify Classify Summarize Infer Compare Explain	Activities such as papers, exams, problem sets, class discussions, or concept maps that require students to: summarize readings, films, or speeches compare and contrast two or more theories, events, or processes classify or categorize cases, elements, or events using established criteria paraphrase documents or speeches find or identify examples or illustrations of a concept or principle
Apply Execute Implement	Activities such as problem sets, performances, labs, prototyping, or simulations that require students to: use procedures to solve or complete familiar or unfamiliar tasks determine which procedure(s) are most appropriate for a given task
Analyze Differentiate Organize Attribute	Activities such as case studies, critiques, labs, papers, projects, debates, or concept maps that require students to: discriminate or select relevant and irrelevant parts determine how elements function together determine bias, values, or underlying intent in presented material
Evaluate Check Critique Assess	Activities such as journals, diaries, critiques, problem sets, product reviews, or studies that require students to: test, monitor, judge, or critique readings, performances, or products against established criteria or standards
Create Generate Plan Produce Design	Activities such as research projects, musical compositions, performances, essays, business plans, website designs, or set designs that require students to: make, build, design or generate something new

This table does not list all possible examples of appropriate assessments. You can develop and use other assessments – just make sure that they align with your learning objectives and instructional strategies!

A self-care plan can help you enhance your health and wellbeing, manage your stress, and maintain professionalism as a worker with young people. Learn to identify activities and practices that support your wellbeing as a professional and help you to sustain positive self-care in the long-term.

This will help you to:

understand self-care
develop your self-care plan
put your self-care plan into action.

Self-care is a personal matter. Everyone’s approach will be different. It relates to what you do at work and outside of work to look after your holistic wellbeing so that you can meet your personal and professional commitments (find out more). Below are the different aspects to self-care and example strategies that other people have found useful:

Workplace or professional
Physical
Psychological
Emotional
Spiritual
Relationships.

NOTE: The activities and suggestions below are a guide only and it is important to choose activities that are meaningful to yourself and your own goals.

After discovering the different aspects of self-care, complete the self-care plan activity below.

Workplace or professional self-care

This involves activities that help you to work consistently at the professional level expected of you. For example:

engage in regular supervision or consulting with a more experienced colleague
set up a peer-support group
be strict with boundaries between clients/students and staff
read professional journals
attend professional development programs.

Physical self-care

Activities that help you to stay fit and healthy, and with enough energy to get through your work and personal commitments.

Develop a regular sleep routine.
Aim for a healthy diet.
Take lunch breaks.
Go for a walk at lunchtime.
Take your dog for a walk after work.
Use your sick leave.
Get some exercise before/after work regularly.

Psychological self-care

Activities that help you to feel clear-headed and able to intellectually engage with the professional challenges that are found in your work and personal life.

Keep a reflective journal.
Seek and engage in external supervision or regularly consult with a more experienced colleague.
Engage with a non-work hobby.
Turn off your email and work phone outside of work hours.
Make time for relaxation.
Make time to engage with positive friends and family.

Emotional self-care

Allowing yourself to safely experience your full range of emotions.

Develop friendships that are supportive.
Write three good things that you did each day.
Play a sport and have a coffee together after training.
Go to the movies or do something else you enjoy.
Keep meeting with your parents' group or other social group.
Talk to you friend about how you are coping with work and life demands.

Spiritual self-care

This involves having a sense of perspective beyond the day-to-day of life.

Engage in reflective practices like meditation.
Go on bush walks.
Go to church/mosque/temple.
Do yoga.
Reflect with a close friend for support.

Relationship self-care

This is about maintaining healthy, supportive relationships, and ensuring you have diversity in your relationships so that you are not only connected to work people.

Prioritise close relationships in your life e.g. with partners, family and children.
Attend the special events of your family and friends.
Arrive to work and leave on time every day.

Create your own self-care plan

For each category above, select at least one strategy or activity that you can undertake. You might notice areas of overlap between these categories. It is important to develop a self-care plan that is holistic and individual to you.

Download the self-care plan template or create your own.
Fill your self-care plan with activities that you enjoy and that support your wellbeing. Here are some suggestions.
Keep this in a place where you can see it every day. Keeping it visible will help you to think about and commit to the strategies in your plan. You can also share it with your supervisor, colleagues friends and family so they can support you in your actions.
Stick to your plan and practice the activities regularly. Just like an athlete doesn’t become fit by merely ‘thinking’ about fitness, as a worker you can’t expect to perform effectively without putting into practice a holistic plan for your wellbeing.
Re-assess how you are going at the end of one month and then three months. Plans can take over a month to become habits, so check-in and be realistic about your own self-care plan. After a while, come back and complete the self-care assessment again to find out how you are going with your new habits.

A word of caution:

Once you have created a self-care plan it is important to ask yourself, “what might get in the way?” What can you do to remove these barriers? If you can’t remove them you might want to adjust your strategies. Think honestly about whether any of your strategies are negative and how you can adjust your plan to avoid or minimise their impact.

It can be challenging if your workplace is not supportive of self-care activities, but you can still do things outside of work to help yourself. It is import that your plan resonates for you and that you put it in to action starting now.

Next steps

Discuss your self-care plan with your supervisor/mentor and close friends and family.
Review your plan after some time to check if the activities continue to suit your needs.