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What is Application Performance Management (APM)?
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Understand everything Get to the root cause of any outage and identify with a traceroute and server response codes in a detailed Root Cause Analysis. Quantify site performance Make data-driven decisions with granular reports on the availability, response time and load performance of sites and applications.
What is Application Performance Management? Overview, Common Terms, and 10 Critical APM Features
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Smoother website interactions Monitor business-critical site transactions like logins and checkouts to deliver a smoother website experience. Trusted by thousands of small, midsize and large enterprises Create your account in seconds and start monitoring. Start day free trial Get started in minutes and you can cancel at any time. Fear of change Teachers and learners may fear that the changes required in their classroom practice will not help them.
High-achieving and diligent learners may find it hard to look for faults and mistakes in their work and thinking. They may feel that they do not want to show any sign of weakness or failure. Getting it right Giving feedback to learners about their work can have a negative effect as well as positive. A teacher must choose their words carefully when giving feedback.
If the teacher gives the impression that only the teachers can provide the right answer, learners will find it hard to be independent. Culture Sometimes teachers are judged solely on their ability to get good results in high-stakes summative assessments. Teachers may feel that they do not have time to do activities that do not seem directly linked to final examination grades.
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However, using feedback to modify instruction and help learners to better understand assessment objectives will improve exam results. In this thought-provoking article , Carol Dweck discusses the effect of praise on learners. This article by Hattie and Timperley reviews educational research on feedback.
The magic of 15 minutes: Reading practice and reading growth
AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them. We are going to look at five approaches or strategies that you can use in a lesson or programme of study. Questioning Questions are a quick and important way of finding out what your learner understands about a subject.
You can use this information to plan their teaching. A closed question requires a short answer, such as remembering a fact. The answer is usually right or wrong. On average, teachers only wait 0. This immediately gives you feedback about who understands, who does not, and therefore what the next steps in the learning might be. A good strategy to use if a learner gets the answer wrong is to make this into a positive event.
In an AFL classroom, finding out what learners do not know is as valuable as finding out what they do know. This knowledge will help you to see what material your learners need to spend extra time on to make sure that they all understand. Open questions need longer answers, and often require the learner to provide an opinion. Explain how this relates to the study of voltage, current and resistance in a simple electric circuit. Open questions like this allow all learners to try to answer the question and be part of a discussion. If you discuss ideas with your learners, you can get a clearer view of what understanding your learners have about a topic, and put right any misunderstandings.
Reflection Watch the video of a teacher talking about how he uses questioning.
Do you use any of these techniques in your own classroom? This video shows good use of closed questioning. How would you adapt this for your own classroom? Feedback Feedback is the process in which learners come together with their teachers to discuss where they are in their learning, where they want to be in their learning, and how they are going to get there.
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It usually involves looking at a particular piece of work done by the learner. The aims and objectives of any assignment must be clearly understood by both the teacher and the learner. Feedback might involve marking. If you do want to add a grade, give this later on, so that the learners read the comments before they receive the grade. Effective feedback depends on task-focused comments, rather than ego-focused comments.
They might also be scared of trying something they find difficult in case they lose their high place.
Weak learners can feel as if there is nothing they can do to get better. You should aim to provide feedback to each learner that praises task-focused aspects of their work, but also contains targets about how to improve their learning.
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Now, can you think how you can make the description of the main character more striking? Reflection Think about a time when you gave feedback to a learner that could be described as more ego-specific than task specific. What might you have done differently? In this video, Dylan Wiliam explains why task-focused feedback is more effective than ego-focused feedback. In this handout, by the RAPPS project, you will find lots of suggestions for different ways of giving classroom feedback.
Getting started with Assessment for Learning
This feedback is based on an understanding of what makes a successful piece of work. The teacher is vital to this process, as teachers know their learners and can help them to develop their critical and reflective thinking skills. Giving learners independence is a great way for them to take responsibility for their own learning. Peer feedback also helps learners to develop their social skills and to use higher-level skills such as thinking critically and analytically.
A successful peer feedback session requires learners to 'think like a teacher' for each other. The learner then has to give their partner ideas for how to improve the work. In doing this, they will both be increasing their own understanding of what makes a successful piece of work.
Three Business Reasons to Drop Appraisals
For example, learners could use pictures to describe positive and negative aspects of the work. Reflection Watch the video of learners taking part in a peer feedback session. Notice how independently they are working. Would this be effective for your learners?