Task determination

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Teachers understand that studying happens incrementally, small steps construction upon other small steps. That is why children enlarge from preschool straight through high school, often re-visiting article in more depth and complex ways with skills construction upon previously presented skills. What most teachers, extra instruction and general instruction alike, don't understand is how to analyze tasks to decree if a child is ready for instruction.

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A child may have sat in the classroom while the teacher presented instruction on a process, for example variant spellings of the sound \a\ (a + silent e, ay, ai, and eigh), but that does not mean the child understood what the teacher said or meant. The child needs to have a singular developmental readiness "milestone" obvious to understand. Without knowing the patterns, the child only memorizes each word separately and never generalizes the instructional "rule". Eventually, the child will stop remembering and make spelling errors over and over, not realizing he is spelling incorrectly.

Because a teacher does not know how to analyze tasks does not mean the teacher isn't qualified; many highly trained and skilled teachers excelled in their teacher making ready classes. The unfortunate thing about teacher making ready programs is that most article covers law instead of practice. The knowledge of what that law looks like in the classroom does not get taught.

Who is at fault for not teaching the practical application of theory? It could be the professor who whether has forgotten what is important in a classroom or never knew in the first place. It could be the author of the texts used in the training program; the author is probably someone else professor with the same problems. It could be that too much data is covered superficially and students don't have the time to suck in and understand the ramification of the content. It could be that the data is covered years before the teacher verily has to use the data on his/her own. It could be that the textbook series publishers don't comprise helpful hints in their teachers' manuals.

Whatever the think for students not learning, professionals need to start studying to analyze information. Typically they are asked to analyze data, but they do so only at superficial levels without request why the targeted subgroups might not be achieving. Task analysis, both for test items and trainee performance, can be essential to excellent teaching and rapid trainee progress.

Task pathology takes time and oppressive observation to all details, conditions, precursor requirements and assumptions made by both educators and students. It is a process that takes endeavor and there are no quick, ready "correct" answers to any situation where it is applied. It make take several passes to find the essential skill or construction block, but it can be done. Educators heighten their capability to teach all their students when they know how to do task analysis.

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