• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
There are four different types of VARK learning styles, Visual, Aural, Read/Write, and Kinesthetic. The VARK Learning assessment aims to determine the best way an individual learns, but can also be seen through as an individual’s personality, and behavior in everyday life. The VARK learning style assessment has assessed this student as a kinesthetic learner. Now that we know this students learning style we can go over the Kinesthetic Learning Style, this type of learner is known as the active learner. She learns best not from explanation or direction; but from simply just doing it.
Module 4FD028 - Introduction The aim of this module is to show an understanding of the key concepts and approaches in Early Years provision and practice. By reflecting on how these are applied in practice, evaluating the impact on children’s learning and development and the practitioner’s role. The notion of ‘quality’ and the impact of one key concept on the child’s development and providing quality provision and practice will be discussed. Namely Transition from an Early years setting into a school environment for the first time paying particular attention to the role of the adult and the impact on the child’s well-being. In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children.
TECA 1354 QTA Discussion: Metacognition Development How Can Teachers assist children in the development of their Metacognitive skills? Answer: Teachers at every developmental stage provide learning activities that focus on study strategies, problem-solving, and critical thinking/decision-making skills. Chapter 7 5th Edition 1. How well does the author define Metacognition and Cognitive Strategies? (Describe these concepts in your own words to earn 1 grade point) Author defines metacognition an cognitive strategies as strategies that are important and needed in order for a child to understand how their mind works and also how they can take control of it 2.
These new realizations have been converted into the classrooms to better educate students. The correlation between cognition and learning is reliant, and learning cannot occur without the thought processes such as memory. Behaviors such as language cannot occur without the process of learning. References Huitt, W., & Hummel, J. (1997).
Questioning, informal assessments, and observations can be used to | | | |gather evidence of a learner’s progress and understanding of a subject. | | | |The summative assessment needs to provide an opportunity for the learner at the end of a Unit to show as much of their learning as possible. | | | |The tasks should be suitable for both the less and more able students with opportunities for the learner to demonstrate how much they have | | | |learnt from the lectures and formative assessments leading up to this assessment. | | | |Convenience for the workplace |
Theorists Robert Sternberg and Howard Gardner argue that children who can make new connections and draw something new from them is a type of intelligence. It is important to offer children lots of first-hand experiences so that they can develop knowledge and draw from their own experiences. Social Models – These theories look at the environment in which the children are learning and the adults they are supported by. Social models link to cultural approaches and role modelling. Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity.
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care
Assessment for learning should focus on how students learn The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'. Assessment for learning should be recognised as central to classroom practice Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved.
Adult learners are typically defined as learners over the age of 25, and are often referred to as nontraditional students. They tend to be self-directed, have a rich reservoir of experience that can serve as a resource for learning, and are generally motivated to learn from within (internally/intrinsically) as opposed to being obligated, or subject to, external or extrinsic forces. These factors, as well as having learning needs closely related to changing social roles and being problem-centered and interested in immediate application of knowledge come from the idea of andragogy. Andragogy is the art and science of helping adults learn (http://epltt.coe.uga.edu/) . Learning opportunities for adults exist in a variety of settings.