In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). Indirect means that the learner acquires a behaviour indirectly by transforming, or constructing, the stimulus material into meaningful response or behaviour that differs from both (1) the content being used to present the learning and (2) any previous response given by the student -best to use when teaching concepts, abstractions, or patterns -best to use when the learning process is inquiry-based, the result is discovery, and the learning context is a problem. -Student-centred (student is an interactive participant)-teacher is facilitator. -uses all parts of Bloom’s taxonomy including Analysis, Synthesis, and Evaluation -indirect instruction involves: organizing content, inductive and deductive reasoning, examples and non-examples, student experiences, questions, student’s self-evaluation, and group discussion.
When first introducing to a lesson, a graphic organizer can be used to assess and organize a student’s knowledge on the lesson topic. An easy way to utilize a graphic organizer in this way is to have the students fill out a KWL chart. This organizes key information regarding what the student currently knows, what the student wants to know, and later on what the students have learned as a direct result of the lesson. This provides the instructor a learning history of what they can build upon and clues them in on areas of interest they can use later on in the lesson. During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details.
Summative assessment: Is usually used at the end of a formal learning course to be able to a give a course mark (grading) Formative assessment: Also called an educative assessment used to aid learning in an educational setting. Formative assessment might be a peer, teacher, or the learner providing feedback on a learners work, and would not normally be used for grading purposes. Performance-based assessment: This is similar to Summative assessment, as it focuses on the achievement of the learner. This actually shows that a student is able to put into practice what they have learnt. Such as a speech, new skill at work, a piece of music they have learnt to play.
She should use this resource to have these ELL students assist those who are struggling but can relate to the similar cultural attributes. 2.What strategies can she use on the first day of class to help determine the interests of the students in her classroom? Determining the interests of the students can be done by the teacher using question and answer sessions that incorporate students likes and dislikes into the discussion. She can use surveys and other assessment tools to give to students asking them about what they find interesting in regard to their interest in school as well as life in general. The focus should be on determining the students studying habits and learning styles to develop the most astute lesson plans that can cater to the student interests to facilitate a learning environment that gives students the most optimal chance at success 3.How can she include aspects of her students' language and culture in her plans for the school
Often, the display should be the representation of the children’s own work. However, posters, published materials or good quality photographs can be used when the children’s own work is not available. The display should always have a clear title, a year group label and should have a short explanation of the task / learning objective. In order to enhance and enrich the displays, all the labels could be printed by school staff or children using their computer skills. It is also important that the class teacher uses a range of questions to draw attention to the display and encourage interaction.
Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training. Followed by Assessment’s and feedback on Overall Evaluations. 4. Review own role and responsibilities in identifying and meeting the needs of learners. Initial assessment is to acknowledge the strength or weakness of each student and thoroughly learning about what is the best approach of learning about the students and the better approach or method of teaching the students, so they are able to understand. Target settings will also apply as a motivation for the students so they are able to understand the actual target’s that are required to be followed.
Methodology The sources used to prepare this report include, books, internet sources, journal articles, newspaper articles and awarding body resources and information. The writer also refers to his own and his peers’ teaching experience, planning, delivery and evaluations in conjunction with information from classroom taught sessions. Further to this report the writer will explore and present an explanation in which theories, principles and models of assessment are currently applied to his practice. Discussion How different theories, principles and models of assessment can be applied when assessing learning. 'Nothing we do to, or for our students is more important than our assessment of their work and the feedback we give them on it.
This is normally a mark sheet, (see App 1), Sometimes the tutor will notice something important that wasn’t on their framework, and they can adjust their framework for the future. This flexible framework is the best way to ensure that everything the Tutor is looking for has been taken note of. Tutor observations are really useful for helping to support learners because it allows us to understand how each student learns, or what particular things they struggle with, for instance maths
Resource 2: SIOP Lesson Plan (Rhyming) Zenetta Bronson Grand Canyon University: ESL 533N Advanced Methodologies of SEI January 29, 2014 Teachers should prepare a lesson that targets a specific learning goal which allows students to make connections with their own knowledge, deliver the lesson so that the students are engaged, and be able to comprehensible talk to the students so they understand. Teachers should organize the instruction to build on the relationship between students learning in their first and second language. The attached lesson was delivered in order for the children to gain some understanding of phonological awareness particularly rhyming words. Phonological awareness (or phonemic
[…] An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. Such assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs. (p. 8) In this