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
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
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
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
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
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
Interjections
Express calling interjection
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
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
Expectations of students
المؤلف:
Sue Trinidad & Robert Fox
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P384-C32
2025-08-08
72
Expectations of students
At the beginning of the module students are asked to reflect on, write down and then discuss their expectations with peers. Students then upload their combined expectations online to ILN for other groups to review. These uploaded student expectations for the course are also used by the lecturers to fine tune the module to better match students stated needs. Overall however, the desire of most of the Masters students is to improve their own understanding of information technology (IT) and its potential use in supporting their own teaching whilst providing motivation and new opportunities for their own students to learn. The opportunities provided within the module are intended therefore to not only inform students of new ways of teaching and learning with technology but to 'walk-the-talk', offering students an opportunity to experience learning new things in new ways, which are pedagogically appropriate as well as being innovative. At the same time, there is an explicit expectation amongst some students, that technology per sue, can somehow improve both teaching and learning and that by having access to technology, classroom practices will improve as will their teaching and their students' learning. This latter expectation is likely to be held more by students with less teaching experience and in particular, those teachers that see their primary role as transmitting facts and skills to their students (Watkins & Biggs, 2001). There is also a desire to improve qualifications in order to improve their chances of promotion or in gaining a better job. A number of student undertaking the course already have Master's degrees in other areas and several students hold doctoral degrees.
The present school system in Hong Kong is highly competitive, with a strong sense of hierarchy within the structure. Secondary schools are divided into 'bands' of ability. Students are chosen for schools based on the results of a normative referenced examination system, where students in the lower band can expect to fail. Therefore, these student-teachers are often more comfortable with materials that encourage students to absorb information from them and essays or tests to see if they can regurgitate facts as that has been the norm in their education system. As stated in Teaching Effectively in Higher Education in Hong Kong (TEHE) (2002) "Hong Kong students are often perceived as particularly exam-oriented in their study and that they prefer spoon-feeding to pass exams rather than learning for learning's sake" but given the opportunity to learn through rich assessment tasks, as outlined in Figure 1, students can reach higher achievement targets that enable knowledge and skills important to know and do, and enduring understanding.
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