Adapting Instruction and Assessment to Increase Student Proficiency in the Secondary German Classroom

Autor/in	Buder, Laura J.
Titel	Adapting Instruction and Assessment to Increase Student Proficiency in the Secondary German Classroom
Quelle	In: Unterrichtspraxis/Teaching German, 51 (2018) 2, S.191-201 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/tger.12073
Schlagwörter	German; Second Language Learning; Second Language Instruction; Language Proficiency; Standards; Learning Processes; Student Behavior; Instructional Design; Teaching Methods; Performance Based Assessment; Language Teachers; Teacher Attitudes; Secondary School Students; Student Evaluation + Suchen Sie Ihr Suchwort? Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Standard; Learning process; Lernprozess; Student behaviour; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsermittlung; Language teacher; Sprachunterricht; Lehrerverhalten; Sekundarschüler; Schulnote; Studentische Bewertung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01