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.
As a teaching assistant I have to ensure that the appropriate resources are available, also with working with SEN students as appropriate, I need to ensure that there is differential work available as all work set in lessons is usually to a generic standard. I would achieve this by prior discussion with the teacher that will be delivering the lesson. It is my job to know which students need supporting in different areas of the work, for example numeracy or literacy support. I can achieve this by using an in house computer system to research each individual student I would be working with. I would need to know if I will be working on a 1:1 basis or with a group so I can plan accordingly.
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities Assessment Criteria The learner can: 1.1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities These ares-: Equality Act 2010 Mental Health Act 2007 Safeguarding Vulnerable Groups Act 2006 Equal Opportunities Act 2004 Human Right Act 1998 …………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………. 1.1.2 Explain how this
Learners are encouraged to discuss with their assessors any prior learning they have gained, this could be in-house training or learning they have gained on a specific training course i.e. First Aid. This will be accepted as evidence provided it was achieved within the timescale of, or the 12 months before, they began their qualification. This area of evidence collection is recorded on a Dictaphone and downloaded onto a CD of which a copy is put in the learners file. This gives a clear audit trail for assessors, internal and external verifiers.
Modifying a Lesson Plan for English Language Learners (ELL) By Linda Brown Teaching Literacy to ELL Students E6536 Instructor: Ella Benson Argosy University As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them acquire the knowledge and skills they need to succeed in the classroom. The SIOP Model* is a research-based and validated model of sheltered instruction. Professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. The Center for Applied Linguistics is an excellent place for educators to gather research-based tools for working effectively with English Language Learners.This is a model, I will use to create a lesson plan for ELL students. The key points are to clearly post, refer to, and review learning objectives and language objectives.
Final Examination Q1: In your own words summarise the major learning points from the whole of the study programme with particular reference. Supporting the teacher When working in a classroom I should communicate with the teacher before school to make sure I have all resources and equipment are available, usable and ready for the lesson as this give the teacher more valuable teaching time. My major learning points for supporting the teacher are: *Communicating with the teacher *Make sure all resources and equipment are available, useable and ready for the lesson *Understand my role and what my responsibilities involve *Know what is expected of me *Have a good relationship with the teacher *Have good communication skills *Have good listening skills *Have good organisation skills *Be open to new ideas *I should help the teacher implement lesson plans, set achievable targets, set learning objectives and outcomes *Use learning strategies *Evaluate learning activities *Carry out risk assessments *Follow the curriculum *Carry out observations *Follow class room rules *Support children that need extra help *Know all the schools policies and procedures *Keep confidentiality *Use discipline in correct way, in line with the schools polices Supporting the pupil My main learning outcomes for supporting pupils are: *Know the children I work with *Remove barriers that affect their learning *Know the children’s development stages *Be encouraging and use praise *Set realistic and achievable goals *Have the classroom ready to start the lesson *Promote independent learning *Understand children’s social, physical, emotional and educational development *Encourage acceptance of all children *I should know and understand how I can help with: -Signs and symptoms of common childhood illnesses -Emotional distress
Her learning style is Visual and Auditory. I will use a lot of visual and audio and hands on project to teach these lesson. After working this student I have learned that the student needs to have something in their hand and something that that they can relate to (text
Students are taught to develop their skills through specific techniques. They are encouraged to review and ask questions during tutoring sessions based on the teacher’s instruction. Students generate questions and draw conclusions through reciprocal peer interaction. The reinforcement they receive while working in groups motivates learning. These sessions create a classroom where student pairs can work on different levels and on different types of problems (i.e., word problems or counting) or at varying reading levels.