It, too, has its roots in Vygotsky, Dewey, and the other social learning theorist. The basic idea is that there is a conclusion to a problem presented to the students and they are to discover if that solution is viable. There are several variations on inquiry-based learning (Banchi & Bell, 2008). Banchi and Bell, 2008, suggest that there are four levels of inquiry. These include confirmation inquiry, structured inquiry, guided inquiry, and open inquiry.
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
Under the category of analyze, learners break material into parts and determine how the parts relate to one another and the overall structure. Under the category of evaluate, learners are expected to make judgments based on criteria and standards. Under the category of create, learners recognize or put elements together to form a new structure or pattern (Larkin & Burton,
Reflections for classroom observations theories entails the use of `random colors ' and `loud work of arts ' that turn into feelings or explanations. Philosophy of Ethical Theories includes, first, the micro-ethical theory. It has information-as-a-resource Ethics. This theory embraces a level of ethical accountability of an individual that is comparative to the level of available information on the basis of moral decisions taken. Topic Sentence: Identify three theories and philosophies that reflect how to envision the classroom and curriculum.
Bloom’s Taxonomy According to Merriam-Webster, taxonomy refers to the classifications of general principles (Merriam-Webster, 2013). Benjamin Bloom and a committee of educators proposed Bloom’s Taxonomy in 1956 as a framework for educational objectives and standards that provide the basis for building lesson plans and tests. It also serves as a foundation for the beginnings of educational research. The taxonomy is divided into three domains, the cognitive, affective, and psychomotor. Within the three domains are subdivisions that start with the simplest learning behaviors and advance to the most complex.
Multimodal: Learners might prefer a particular mode or a dominant mode; multiple modes are frequently used in learning situations. The VARK test lists four scores, which compare the way a person applies the VARK learning modalities in their learning
Also submit a brief justification of the approaches you intend to use, in relation to the learning needs of your peer-group. This justification could refer back to work previously submitted for PTLLS Assignments 4,5 and 6. 7) Delivering your micro-teach PTLLS: Using inclusive learning and teaching approaches in lifelong learning 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners PTLLS: Understanding inclusive learning and teaching in lifelong learning 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills With the exception of UILTLL 2.4, the above criteria all imply skills that you will need to demonstrate during your (brief) micro-teach. You will be required to reflect critically on (self-assess) your own performance using the Micro-teach Observation form in Annex A and your tutor/assessor will also use this same document for summative assessment and feedback. You will notice that this observation form is cross-referenced to the criteria listed above and
TDA 3.3 Supporting Learning Activities TDA 3.3 Supporting Learning Activities Unit reference F/601/4073 CACHE level 3 diploma in supporting teaching and learning in schools Unit reference F/601/4073 1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities. 1.2 Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided. 1.3 Identify and explain when used knowledge of learners and curriculum to contribute to the teacher’s planning. 1.4 Give examples when offered constructive suggestions for own role in supporting planned learning activities. 1.5 Identify and obtain the information required to support learning activities.
At what stage in the maturation process do you believe it is most important to address a child’s learning and problem-solving strategies? Explain your answer. AED 202 Week 4 Assignment Information Processing Theory Assignment: Information Processing Theory Compose a 1,400- to 1,700-word paper analyzing the information processing theory. Identify the components of the information processing theory described in the text. Define the components and their functions.
At what stage in the maturation process do you believe it is most important to address a child’s learning and problem-solving strategies? Explain your answer. AED 202 Week 4 Assignment Information Processing Theory Assignment: Information Processing Theory Compose a 1,400- to 1,700-word paper analyzing the information processing theory. Identify the components of the information processing theory described in the text. Define the components and their functions.