By understanding the dynamic of these relationships, a teacher understands the development and learning of students and seeks opportunities to positively support not only their intellectual development, but also social and personal as well. Children are children. For the most part, their developmental patterns can be predicted. Understanding the different stages of development can give teachers insight to not only academic performance, but also behaviors. This paper will focus on the learning theory of adolescents, primarily middle school students.
Formative assessment, or assessment for learning, enhances student learning and achievement and helps teachers improve instruction (Wiliam, 2005). Assessing students during class allows teachers to immediately identify misunderstandings and direct students towards reaching desired learning targets (Wiliam, 2005). There are many modes of formative assessment, both formal and informal, including observations, rich questioning, oral presentations, team projects, assignments, peer reviews and self-assessments (McMillan, 2011; Wiliam, 2005). We will discuss two important formative assessment tools specifically and how they enhance learning. Self-assessment To achieve success students need to grasp of what they are doing, how well they are doing it and, what they need to do to improve (Chappuis and Stiggins, 2002).
Method chosen: questionnaires. Introduction: - Define “questionnaire” - Generally preferred by positivists as they generally give qualitative data. - State types of questionnaire (open ended, fixed response). - Define “minority ethnic group pupils” General advantages and disadvantages: Advantages: • They are generally quick and easy to complete. • If coded, answers can be fairly easily collated and summarised, e.g.
Training methods may influence one or several learning outcomes. Once you have identified a learning method, the next step is to consider the extent to which the method facilitates learning and transfer of training, the costs related to development and use of the method, and its
Cognitive Behavioral Intervention Approach Anelyse Belsom Grand Canyon University: SPE 558 September 17, 2014 Cognitive Behavioral Intervention Approach In our public school systems today there are plenty of intervention strategies and approaches to help the needs of students with EBD. These interventions strategies and approaches are not only to help EBD students in the public school system by for those to realize how to appropriately behave outside of school. Self management intervention strategies with Cognitive Behavioral Intervention approach has shown that they are the best to teach students with EBD(Telzrow & Bonar, 2002). In self management students learn how to evaluate how their own behavior and how it effects them and their environment. Along with self management students learn self instruction, self control, self monitoring, self evaluating and self reinforcement(Telzrow & Bonar, 2002).
Positive and Negative Reinforcements Brittany Lauren Greenberg Grand Canyon University: Classroom Management for Students with Special Needs October 12, 2012 There are two types of reinforcement that are often used in the classroom, positive and negative. Reinforcement is used to help increase the probability that a specific behavior will occur with the delivery of a stimulus/item immediately after a response/behavior is exhibited (North Shore Pediatric Therapy, 2009). Positive or negative reinforcement can either be used to promote and encourage positive behavior or discourage negative behavior. Positive behavior is used when a desired behavior is displayed. A negative reinforcement on the other hand is when something is taken away when a undesirable behavior is displayed.
Teaching Assistant level 3Assignment 3 Student Name: Shazna Begum Student Number: SHA851BE Tutor: Mr Ken Smith Question 1: Why is it important to observe and assess pupils development? Precise observations and assessments are vital to efficient educational training. Cautious analysis enables both the teacher and teaching assistant to make assessments linking to each individual’s behaviour, learning techniques, stages of development and maturation, curriculum advantages and disadvantages, contemporary learning needs and attainments. These observations and assessments can help underline and commemorate individuals advantages and also discover any disadvantages in their learning. It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development.
Promoting Positive Behaviour There are different qualities that are needed when promoting positive behaviour; these can involve anything from working to the code of practice, using the knowledge from behaviour management plans, Using frameworks such as team teach and, when necessary and risk assessments if involved in any activity. There are also some other approaches that you could consider, these are • BEHAVOURIST APPROACH, This is when you offer rewards for acceptable behaviour and sanctions for unacceptable behaviour, for example the reward could be allowing the child to listen to the music and the sanction could be no music until you stop shouting .It’s said that the positive discipline can motivate the children to change their behaviour, in some children this could be due to them being competitive and they respond to the incentive. For others it might be due to the praise and recognition that’s given which helps motivate them. There is evidence to show that this works with the incentives in Place but any changes in the behaviour will need to be maintained and built on. • COGNITIVIST APPROACH, the cognitive approach centres around the theory that how you think affects the things you do, hence the best way to approach this within my role is to provide the child with tools to help them to respond to the triggers that affect their behaviour.
High School Athletes and the Counselor The designed offered in this paper attempts to be practical and an example of an applied sport psychology paradigm. Purpose: To offer to high school athletes, coaches and their parents an easy and interesting program of sport enhancement designed around the transition athletes will make during their high schools years. The philosophical principle guiding this program is the psychology of behavioral based cognitive skills training combined together with athlete, coach and parent self reflection and/or group experiences. The program is called the “A-B-C Approach to Being an Athlete” This program is designed to help athletes development ways of thinking about themselves and the issues and transitions
Listening to the answers given to questions asked is a good way to find out what they understand about a given task. Also children should be allowed to think about their achievements and consider what further achievements they would like to make and how they can apply what they have learned in the future. SUMMATIVE assessment is the other main form of assessment; it is used by a class teacher at the end of term or scheme of work. It is vital to know what pupils have learnt at particular times. This is in the form of key stage SATS or at the end of year