There are many types of effective intervention strategies that are put into place to help manage students that are diagnosed with EBD. Regardless of the intervention used in school, to help regulate the child’s behavior, the purpose of intervention is to allow the student to manage their own behavior no matter where they are. Because of that reason, the self-management strategy is an effective technique of providing support to EBD children. Advocates of Cognitive Behavioral Intervention attest to the mutual relationship with behaviors and thoughts as a primary principle of their method. Engage CBIs children in self-management, which involve; self-control, self-instruction, self-evaluating, self-monitoring, and self-reinforcement.
At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
In contrast, formative assessment is a part of the instructional process and is able to provide essential leaning and teaching information to educators. Formative assessments help to provide educators with more timely information where learning adjustments can be made more immediately. The results of formative assessments can help to guide teachers in knowing where they need to take their instruction next, depending on student learning and understanding of previously learned skills and concepts. Formative assessment also allows teachers to involve students in their own learning through descriptive feedback as to their progress. Some instructional
| Critically Evaluate the Formative Assessment Practices You Find in the Teaching of Information and Communication Technology in your Placement School | | CONTENTS INTRODUCTION 2 LITERATRE REVIEW 2 Effective Planning 2 Focuses on how Students Learn 3 Central to Classroom Practice 3 Key Professional Skill 4 Emotional Impact 4 Affects Learner Motivation 5 Promotes Commitment to Learning Goals and Assessment Criteria 5 Helps Learners Know how to Improve 6 Encourages Self-assessment 6 Recognises all Achievements 7 CONTEXT 7 EVALUATION 8 CONCLUSIONS AND RECOMMENDATIONS 9 BIBLIOGRAPHY 10 * * * * * * * * * * * * * * * * Critically evaluate the formative assessment practices you find in the teaching of Information and Communication Technology in your placement school. INTRODUCTION This paper is about taking a critical look at Assessment for Learning and in particular, Formative Assessment. The ways that teachers use certain assessment tasks to check for understanding throughout the lessons that provide information which can be used to offer feedback to pupils so they can improve their performance; and assist with modifying the teaching and learning activities in future
A Comparison of Behaviorism PSY/310 January 5, 2012 A Comparison of Behaviorism Described as a developmental theory, behaviorism observes and measures behaviors which are produced by a response to a learner’s stimuli. These responses to stimuli are often reinforced using positive and negative feedback to condition and achieve desired behaviors. The educational effects produced while using behaviorism are the key elements in developing the basic skills and foundations to understanding the subject area. The theory of behaviorism states that “knowing is giving the correct response when exposed to a particular stimulus”. (Skinner, 1990).
It is used to help students with diverse needs learn using a core curriculum. Based on the readiness of students, there are three strategies for successfully implementing differentiated instruction. Regardless of their individual differences, students are expected to master the same concepts, principles, and skills. First, is the “content” of lessons it may be differentiated based on what students already know. The teacher may differentiate the content by designing activities for groups of students that address different areas of knowledge, understanding, and skills.
Functional Behavioral Assessment and Behavioral Intervention Plan Grand Canyon University: Classroom Management for Students with Special Needs Karen Moeller April 24, 2013 A Functional Behavioral Assessment (FBA) is a systematic process of collecting information and identifying specific behaviors, relationships and patterns that lead to classification of behavior based upon function and context, not on how the behavior looks. A functional behavioral assessment is done when the classroom and school discipline plans are not working. It can also be put in place after repeated attempts to change undesired behavior have not been successful or after 10 days of suspension for identified students. The Functional Behavioral Assessment is data driven, and uses an assortment of strategies and techniques to recognize the reason or reasons for unsuitable or unacceptable behavior. The reason for developing a FBA would be to identify and encourage behavior that serves that same function for the students as the improper behavior but is more acceptable or appropriate.
Treatment planning includes a balance of both trauma and behavioral focal point, working on ongoing behavioral problems and behavioral crises, modify distorted thinking so that families could have the knowledge to transfer, and children can learn how to talk through their experiences. Results: Cognitive therapy also incorporated with behavioral therapy practice to manage the behavioral regulation problems that commonly happens in traumatized children. Conclusions: Treating trauma related behavioral problems is a crucial part of trauma-focused treatment and is achievable if practice is done accordingly. This practice is important due to the common nature of behavioral dilemma in traumatized children (Cohen, 2007). CBT 3 Cognitive behavioral therapy is generally psychotherapy and behavioral therapy combined.
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.
It represents a cluster of personality and mental characteristics that influence how a pupil perceives, remembers, thinks, and solves problems,” (Morrison, 2006:186). ELT practitioners must realize that there are many different learning styles, as well as personality types within the classroom and being assertive on identifying our students’ needs and developmental areas according to their learning preferences will lead them to acquire knowledge in a more natural way. For this assignment, I will describe and evaluate the differences in learners response to the activities developed in a regular grammar lesson based on their motivation, age and learning styles. I will also talk about the strategies that I will use to evaluate that learner’s progress has taken place and consider ways in which the quality of learning can be improved. II.