Physical, cognitive/intellectual, social/ emotional, and moral development will be examined. The course focuses on defining the various stages as they impact instructional practice and decisions in a preK-8 environment. (3 credits) Prerequisite: GEN 200. EDU 310 Models and Theories of Instruction This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined.
These two major use cases are the Maintain Class Records and the Register a Student for Classes use cases. See the Figure 5-5 example in the
PTLLS Mandatory Units – Portfolio Guidance The new (2012) DTLLS Diploma in Teaching in the Lifelong Learning Sector Thematic Module: Preparing to teach in the Lifelong Learning Sector (PTLLS) PORTFOLIO GUIDANCE PTLLS Mandatory Units – Portfolio Guidance Thematic Module Overview There are four mandatory units in this Module, totalling 12 credits. Units RRRLL UILTLL UILTALL PALL Roles, responsibilities and relationships in lifelong learning Understanding inclusive learning and teaching in lifelong learning Using inclusive learning and teaching approaches in lifelong learning Principles of assessment in lifelong learning Credits 3 3 3 3 Level 4 4 4 4 Preparatory Knowledge and Understanding (see accompanying workbook)
------------------------------------------------- Compare and contrast one of the National Professional Standards for Teachers, for a graduate and lead teacher, and discuss how you might demonstrate achievement of this standard to a professional panel. This essay examines AITSL standard four: Create and maintain supportive and safe learning environments and interprets the five focus areas that underwrite it. In comparing the focus areas for a graduate and lead teacher, the essay discusses how a teacher at both career stages could demonstrate achievement in each area and how they may present themselves in an actual school environment. Standard four recognises that in order for students to be effective learners they must be engaged, feel valued, safe and confident in the knowledge that they are being treated fairly. The five focus areas within the standard contribute to these notions: 4.1 Support student participation, 4.2 Manage classroom activities, 4.3 Manage challenging behaviour, 4.4 Manage student safety and 4.5 Use ICT safely, responsibly and ethically.
What progression opportunities are available to learners who achieve this qualification? 1 3 3 3 3 What are the potential job roles for those working towards this qualification? 4 4 What is the qualification structure for the Edexcel Level 2 Certificate 5 for the Children and Young People’s Workforce (QCF)? Summary of the qualification structure for the Edexcel Level 2 Certificate for the Children and Young People’s Workforce (QCF)
Assignment 426 Teaching, Learning and Assessment in Education and Training Task A - Report Part 1 Write a report in which: * Analyse the relationships and boundaries between the teaching role and other professional roles * Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goal * Explain why it is important to identify and meet the individual needs of learners * Describe points of referral to meet the needs of learners * Summarise key aspects of legislation, requirements and codes of practice relating to own role and responsibilities. Part 2 Within the report explain: * Analyse your own role and responsibilities in education and training * How does your own planning meets the individual needs of learners * Ways in which teaching and learning plans can be adapted to meet the individual needs of learners * Why it is important to promote appropriate behaviour and respect for others * Ways to promote equality and value diversity * The purposes and types of assessment used in education and training Part 3 Reflecting on your delivery and relating to further reading and research, write a personal analysis relating to your own area of specialism which considers the following: * The effectiveness of teaching and learning and learning approaches in relation to meeting the individual needs of learners * The benefits and limitations of communication methods and media * The effectiveness of resources and assessment methods in relation to meeting the individual needs of learners * Ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning Your report should be presented in a professional written format of your choice and should include evidence of your research
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.
Cheng, W. & Warren, M. (2000) Making a difference: using peers to assess individual students’ contributions to a group project. Teaching in Higher Education, (5) 2, pp. 243-255 Corey, G., Corey, M., & Haynes, R. (2014). Groups in action: Evolution and challenges (2nd ed.). Belmont, CA: Brooks/Cole.
Defining Needs Assessment Sherry Liezl Crowe MGT430 A01: Training & Development Instructor: Edgar Arnold Argosy University May 21, 2014 Defining Needs Assessment First we need to define what needs assessment means. According to definitions.net, n.d., it is a systematic identification of a population’s needs or the assessment of individuals to determine the proper level of services needed. According to Raymond Noe, 2009, it is the process used to determine if training is necessary; the first step in the Instructional System Design model (Noe 555-556). There are three levels of a needs assessment. They are individual assessment, organizational assessment, and occupational assessment.
WORKBOOK FOR SEN SPECIALIST LEVEL 3 SUPPORTING TEACHING AND LEARNING IN SCHOOLS Prepared By SCCD Teacher Training 2013-2014 Page | 1 | Understand Child and Young Person Development. CYP 3:1 L/601/1693 Level 3 Unit Credit Value 2 Name of Trainee --------------------------------------------------- SCCD Student ID number----------------------------------------- Date of Submission ------------------------------------------------ Date of Assessment ----------------------------------------------- Page | 2 Outcome 1: Understand the pattern of development for children and young people from birth – 19 years Learning Outcome 1:1 Explain the sequence and rate of each aspect of development from birth – 19 years. Present this outcome in a GRID. At the bottom of your GRID please say where the information is taken from. Complete the table below which explains the pattern of development for children under three years.