How do teachers evaluate learning versus performance, particularly in lesson observation?
The primary purpose of teacher instruction is to facilitate long-term learning. So, how do classroom observations filter out 'performance' to be able to evaluate retention?
In a research paper published by Soderstrom and Bjork (2015), Learning versus Performance: An Integrative Review, academics consider what we can observe and measure as performance; this is often an unreliable indicator of whether any long-term changes have taken place in memory.
Excellent
Learning is a very interesting paradox…a student can perform perfectly and the next day it’s like they never heard the lesson whereas the opposite is true as well. I have a student who spends the whole lesson singing and telling make-believe stories but will then be able to recall the knowledge taught several days later. I think it would benefit teachers to have more information and collaboration with neurological research into how the brain retains information and develops synapses.