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Higher-order thinking skills are a fundamental component of effective learning and have been associated with an increase in independent learning. The use of higher-order questions, for example, prompts students to take more time to formulate their answers. Furthermore, higher-order thinking skills require that learners draw from personal experiences and personalize their answers (Heron & Palfreyman, 2021). Given the thought-provoking nature, higher-order thinking skills encourage learners to develop independent learning. Teachers could exploit higher thinking skills to trigger learners into a process of thoughtfulness as it requires students to provide answers based on independent understanding. Since students are placed in a position to learn where their thought process takes center stage, then higher order thinking skills facilitate independent learning.
Assessment of students is a significant part of the learning process as it evaluates the studnets’ learning progress. Sharing information and engaging families about a child’s educational progress is equally important for the improvement of the learning environment. In communicating feedback or assessment of results, ethical values such as honesty, integrity, and transparency play a crucial role. According to research, ethical values such as honesty when providing feedback are important as they provide a chance for longitudinal growth while also creating a platform where teachers could emphasize positive performances (Ramani et al., 2019). It is also critical that the parent practices honesty and shares with the teacher any issues back at home that may contribute to poor performances.
Questioning and feedback can be used to modify, supplement, or complement other instruction strategies in the classroom. Effective questioning prompts learners to apply what they have learned to make their own conclusions. Similarly, questioning enables learners to recall concepts that they had learned previously and to improve their memory. On the other hand, feedback can be used to open up avenues through which teachers can engage learners intensively and further the learning process (Winstone et al., 2017). Similarly, teachers can use feedback to support their learners to elaborate and articulate their ideas more effectively. In doing so, questioning and feedback can be used to improve instruction-based learning.
References
Heron, M., & Palfreyman, D. M. (2021). Exploring higher-order thinking in higher education seminar talk.College Teaching, 1-8. Web.
Ramani, S., Könings, K. D., Ginsburg, S., & Van der Vleuten, C. P. (2019). Feedback redefined: Principles and practice.Journal of General Internal Medicine, 34(5), 744-749. Web.
Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). It’d be useful, but I wouldn’t use it’: Barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041. Web.
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