Microsoft Word artikel proceedings 2nd nacelt zaitun

5.
 
Inform students of the challenges ahead.
Authentic texts can be challenging for students. Depending on the nature of the 
text, teachers should inform students about problems they may meet in reading 
a letter from the principal of the school or studying the small text on theater’s 
tickets. Even if the student cannot read every word of the theater’s ticket, the 
teachers can scaffold (provides temporary help for students to diminish the 
density of a task) his or her reading skills and diminish the complexity of the text 
by helping with vocabulary and teaching scanning skills. Some teachers scaffold 
students’ check-writing skills by showing cards that show the spelling of each 
number. Although students may not independently read theater’s tickets or 
write checks, they will run-through reading real-life materials, and the pleasure 
of solving real-life problems will provide powerful encouragements for future 
learning in the classroom. Another means of scaffolding is teaching shortcuts, 
such as scanning for expiration dates on coupons. With practice, students can 
locate expiration dates quickly and enjoy the rewards of using coupons.
6.
 
Assess in authentic ways.
Students generally like having their learning assessed in authentic ways. The 
teacher can keep a graphic representation linking performance on the same task 
week to week until the student masters the skill. Multiple-choice or fill-in-the-
blank tests are not always authentics to assess a skill such as an invoice 
matching. Reproducing the task is a more meaningful way to assess learning 
because it shows how the student will complete the task in the real world. It 
shows exactly what the student came to class to learn.

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ISSN: 2502-3225