Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Simple
Past Continuous
Past Perfect
Past Perfect Continuous
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Animate and Inanimate nouns
Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adverbs
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pronouns
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
prepositions
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
conjunctions
Interjections
Express calling interjection
Phrases
Sentences
Clauses
Part of Speech
Grammar Rules
Passive and Active
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Demonstratives
Determiners
Direct and Indirect speech
Linguistics
Phonetics
Phonology
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Assessment
Modalities of the portfolio for the student teachers
المؤلف:
George Hoefflin & Linda Allal
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P111-C11
2025-06-18
720
+
-
20
Modalities of the portfolio for the student teachers
Student-teachers were asked to complete a portfolio as a self-learning tool and for a summative assessment of their competencies in the field of didactics for special needs education. To help them in their work, a preformatted document was available on the intranet. Concerning French (L1), they had to fill out the first part of the portfolio by a short summary of the course contents and then give their critical impressions about the concepts presented during the course. They were informed that reflexive comments (e.g. comments on the relevance of literacy acquisition models for their specific professional context) would be favorably considered. Then, in the second part of the portfolio, they had to articulate their knowledge of theoretical acquisition models (e.g. step by step vs. interactive models of literacy acquisition) with a concrete problem-solving exercise in their professional field involving children with learning disabilities (LDS). For this part of the portfolio, an outline helped teacher-students to structure the presentation of the child (school record, therapeutic support, family context, diagnostic hypotheses etc.). At the end of the procedure, they were asked to describe the problem-solving session that took place in the classroom, or to imagine a future intervention project adapted to a special needs approach.
The constitution of the portfolio was accompanied by several possibilities of regulation during the courses. At certain moments, it was possible for the student-teachers to interact and share their own observations and experiences with other student colleagues. Furthermore, the professor was available for individual discussions outside the course meetings.
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الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
