A way of reliably measuring reflection is needed so summative judgements can be made and learners can receive effective feedback but one has not, yet, been developed.
Describing and making clear and public what the learner is intended to achieve changes the nature of assessment from a tutor-led system with fuzzy objectives and undisclosed criteria, to a student-led system with greater emphasis on formative development and personal responsibility.
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Ambitious teaching involves creating classroom learning environments that promote the sharing and display of students ideas and thereby making learners' thinking visible that, in turn, make possible teachers' assessment for learning practices.
This repetition will make the learner expert and would produce in him the language skills.
A lot of words fail in making learner to understand an idea while a little picture make it easy to comprehend.
Be careful, and don't make the learner do anything which makes him/her feel uncomfortable.
This is likely to encourage team work, increase students' comprehension and make them lifelong learner [ 14].
Furthermore, Eizenberg (1988) warns that sheer volume will discourage students from adopting deep, holistic approaches to learning, making deep learners become surface learners [ 9].
Directed motions and pedagogical prompts need to be carefully selected such that they promote both insight and proof, without making learners overly attentive to inappropriate aspects of the task domains.
It seems that some kind of mediation on the part of a teacher to make the learners ready and also some kind of manipulation of the input are necessary to make the learning take place.
