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ERIC Number: EJ1197530
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: EISSN-1756-1221
Adapting Instruction and Assessment to Increase Student Proficiency in the Secondary German Classroom
Buder, Laura J.
Unterrichtspraxis/Teaching German, v51 n2 p191-201 Fall 2018
Over the last few years, I have seen a significant impact on student learning from improving and adapting my instruction in three main areas: backward designing instruction for target proficiency levels, transitioning to standards-based grading, and implementing performance-based assessments that focus on proficiency. These strategies have not only moved my students further along the path to proficiency but have also had the added benefit of increasing student ownership in the learning process, thereby improving student behavior in the classroom. This article offers practical steps to implement the strategies that have revolutionized my classroom and had the greatest impact on my students' learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A