Studies show that students perform better in the classroom when their learning styles match the instructional methods implemented by their teacher (Farooq & Regnier, 2011). The purpose of this paper is to provide a summary of the assessment of my learning style and how development of an educational program can be influenced by personal styles. VARK Inventory Learning Style The introduction of this paper emphasizes that individuals have different approaches to learning. Therefore, it is important to note that the manner in which students digest information determines the efficiency of their learning. In this case, a guide to learning style known as VARK will be used to identify individual learning style.
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.
THEORY ASSIGNMENT 3 – Explain how you would promote inclusion, equality and diversity with your current/future learners. Identify other points of referral available to meet the potential needs of learners. As a teacher, I must be aware of the students needs in order to promote equal opportunities and diversity and encourage an inclusive learning environment. The first step is to identify any barriers or boundaries that may affect an individual student’s participation in learning. It could be for example learning difficulties, travel issues or financial pressures.
| How should student success be measured relating to the vision of the school? | Various schedules and instructional strategies to maximize teacher’s talents and increase student learning. | Analyze and use data to create more effective instruction. | How challenging and physically stressful creating a vision for an effective school can be. | What is the most effective way to implement school culture change relating to the vision statement?
By interrogating, for example, teaching journals, evaluations, student/peer feedback, personal goals/outcomes, and/or role model profiles, teachers can reveal aspects of their pedagogy that may need adjustment or strengthening. Self-reflection is the foundation for reflective teaching. Going further than self reflection to understand student experiences is, for Brookfield, "of utmost importance" to good teaching (35). Teachers can reflect upon, for example, student evaluations, assessment
Reflect on your status as a professional in the Lifelong Learning Sector and how you manage your professional roles and responsibilities. Show how you have used theories of Reflective Practice to identify a specific area for development in your subject specialist teaching. Based on your own research into the subject specialism, design a new activity/ session that will engage and challenge your learners. Implement this activity/session with one group of learners and then evaluate its success and limitations. In this essay I will provide a definition for what Reflection is and an understanding of the concept of both professionalism and dual professionalism.
Part 1 Rick Hebert Introduction to Teaching Cases * Teaching cases are real life examples of possible problems faced by teachers and school staffs. Written in narrative form, they are used to connect theory to practice. * Teaching cases enable teachers to virtually live a particular experience. They are then able to critically think about possible responses and actions. Building a bank of “what if” scenarios is a valuable tool in building a solid teaching philosophy.
(Introspection, 2012) Inquiry oriented practice consists of formulating questions and finding reasonable and appropriate answers to those questions. (Inquiry Based Learning) Through action research, teachers perform inquires into their practice, dissect the results of these inquires, and work to create positive change in classrooms. (Crothers, 2008) When conducting action research, one must be aware that its design consists of planning, continuous and systematic procedures for reflection and a willingness to try alternate procedures and strategies to improve outcomes. (Schmuck, 1997) Action research is completed through a spiraling of cycles. (Schmuck, 1997) These cycles consists
It is a impact on what teacher’s can achieve to improve themselves and therefore improve their students but it must all have an interconnection of validity and results. As identified by Darling-Hammond and McLaughlin (2011), “Habits and cultures inside schools must foster critical
Theories of learning underpin teachers’ classroom practice. Critically examine two or more theories analysing their implications for classroom teachers. Introduction Theories of learning fill the pages of books related to education and classroom practice, with each one offering a different account of how people learn. One of the root causes of this variation in theory is due to the fact that each theory presents its own definition of learning. However, what unites these theories is their aim to provide a guide to strong teaching practice that will lead to an improvement in the knowledge of learners.