(instructor, chapter 5 lecture notes) Piaget outlines four periods of intelligence. The first one takes place over the first 24 months of life and is divided into six stages. This first stage is what Piaget referred to as sensorimotor intelligence. (Berger, pg.166) The first two stages are referred to as the primary circular reactions. The first stage takes up the first month.
In this situation, it is important that the Teaching Assistant report their concerns to the classteacher. The teacher can then implement strategies or interventions to help the child improve. The teacher may already be aware that the child has difficulties and the report made by the Teaching Assistant will contribute to evidence gathered by the teacher. A concern such as difficulties with reading could have a knock-on effect on their other literacy skills such as writing. It may also highlight underlying difficulties such as dyslexia or learning difficulties.
Piaget described four distinct periods of cognitive development. The first period begins at birth and ends at about 24 months. Piaget called it sensori-motor intelligence because infants learn through their senses and motor skills. This two year long period is subdivided into six stages. The first two stages of sensorimotor intelligence are examples of primary circular reactions, which are reactions that involve the infant’s own body.
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
This then allows the teacher to amend the way in which they are teaching or what they are teaching to accommodate the results. It also gives students a way of identifying the areas they need to develop. The benefit of formative assessment is that a teacher can continually evaluate the learner and put them on the correct path if they are making mistakes. Summative assessments are used at the completion of a course. It is often formal and demanding and under controlled exam conditions.
Unit 307 (1.5) Explain how assessment for learning can contribute to planning for the future learning carried out by :- (a) the teacher Teachers should think about the strategies they use when pupils carry out formal assessed tasks. (Consider baseline assessment at the start of a topic to assess prior knowledge. If assessment shows lack of understanding, stop and address how to overcome understanding) Teachers must think about and plan their questions carefully. Feedback from pupils enables the teacher to assess whether the pupils completely understand what they have been learning. Teachers can analyse performance using tests or questioning the pupils after completing an activity.
Training, Assessment & Quality Assurance (6317) Unit 301 Assignment Question 1 (AC 1.2) a) Assessment is a process of making judgements; explain what you are looking for from the learner to make a decision The assessment process is a way of confirming whether or not learning has taken place. It determines whether the learner has gained the required knowledge, skills, understanding and the attitudes required. Assessment opportunities also provide the learner to demonstrate the progress they have made and what they have learnt. If assessments do not take place, there is no way of confirming what and how well the learner has learn. The assessment process should focus on improving and reinforcing learning as well as measuring achievement.
UNIT 1: Understand the development of Children and Young People in Residential Care 1.1.- Research and then explain the sequence and rate of each aspect of normal development from birth – 19 years. Understanding development as a progression by which children change throughout different stages improving skills, behaviours and knowledge of themselves and the world around them. Normal development of children from birth to 19 is divided in different stages. Each stage is, at the same time, composed of different areas of development: Physical Intellectual (cognitive) Communication Social, emotional and behavioural Moral BIRTH TO 3 YEARS In this stage children develop in all different areas extremely rapidly. Physically: Gross and fine motor skills are improved learning to co-ordinate movement.
Instead, directing the student to redo the assignment is a more productive method of measuring mastery of the content. Finally, grading practices should be shared with the parents along with any relative conversion scales (Appendix
The assessment should be both formal and informal. For informal, the teacher may use observations for questions and students notes, and formal will be for the use of tests and essays. The teacher can track the student’s problem area and can adapt the lessons and help the student. All assessments need to be prepared to actively engage student’s in the lessons. When assessing an ELL students’ performance, there must be group work that will be close to the real world like problem solving and personal communication.