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.
Understand the importance of equality and inclusion 2. Be able to work in an inclusive way 3. Know how to access information, advice and support about diversity, equality and inclusion Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national standards This unit is linked to the CCLD 203 GEN 12 GCU 5 HSC 24 HSC 234 Themes recur as knowledge requirements and core values throughout HSC NOS. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development.
5) Assists teacher to determine group pace and plan modular stage for course completion. 6) Facilitates group measurement and identification of special cases. 7) Facilitates necessary corrective actions and progress monitoring. 8) Allows for clear identification of group norms and exceptions. Relating this to my time as a student and my experience in the classroom, I can outline two contrasting examples that will illustrate my view.
Gibbs (1998) reflective cycle will be utilized as it illustrates a clear structure for the process of reflection which includes six main stages; description of the event, feelings, evaluation, description (analysis to make sense of the experience) conclusion and action plan (Jasper, 2003) respectively. Baird and Winter (2005) give some reasons on why reflection is require in reflective practice. They state that reflection is to generate the practiced knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. Description of event: As part of our second assignment, our class (two people in each group) was assigned to conduct a role play on interview where my friend Mary held the role as interviewer and myself as an interviewee. The initial planning of the content and rehearsal was done together as a team.
AED 200 Week 5 Appendix B - Educational Philosophies Use the Educational Philosophies Table in Appendix B. Classify each philosophy as either student-centered or teacher-centered and describe the characteristics of each philosophy. Compare the behaviorist and constructivist learning theories. In what situations do you think either theory will be more effective in the classroom? Why? AED 200 Week 6 Assignment - Classroom Management Paper View the “Classroom Management” video clip from Chapter 11 on the textbook companion website
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
TDA 3.3 Supporting Learning Activities TDA 3.3 Supporting Learning Activities Unit reference F/601/4073 CACHE level 3 diploma in supporting teaching and learning in schools Unit reference F/601/4073 1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities. 1.2 Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided. 1.3 Identify and explain when used knowledge of learners and curriculum to contribute to the teacher’s planning. 1.4 Give examples when offered constructive suggestions for own role in supporting planned learning activities. 1.5 Identify and obtain the information required to support learning activities.
2008 HSC NOTES FROM THE MARKING CENTRE ENGLISH EXTENSION 1 Introduction This document has been produced for the teachers and candidates of the Stage 6 course in English Extension 1. It contains comments on candidate responses to the 2008 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses. This document should be read along with the relevant syllabus, the 2008 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of English Extension 1. General Comments In 2008, approximately 6000 candidates attempted the English Extension 1 examination.
I chose to focus on the PK-2nd Grade guidelines developed by NETS for Students. It is important to keep in mind that the profile that is set up for PK-2nd grade is meant as a guide for teachers to use as “indicators of achievements at this certain primary stage (“ISTE/NETS,” 2007) and it is based on the assumption or idea that these children will have regular access to several different types of technological tools. There is a multitude of technology that is widely available for the K-12 classroom. Software as simple as Microsoft Powerpoint and as complex as Auto CAD is available for every type of classroom. Hardware such as scanners, digital cameras, and flash drives are also a tiny handful of hardware that is available.
Constructivist Theory and Best Practices: Secondary Education November 17, 2008 Learning Design of the Constructivist Theory In the twenty first century it is clearly evident that the traditional teaching style must be changed to adapt to technology and teaching and learning issues of this time period. The learning design of the constructivist theory is about the various styles of teaching among different teachers that promotes learning in the classroom. According to Gagnon and Collay, “the CLD (Constructivist Learning Design) is a guide to organizing for learning, using six elements: Situation, Groups, Bridge, Task, Exhibit, and Reflection” (Gagnon & Collay, p.17, 2006). All six elements of the Constructivist Learning Design that Gagnon and Collay describe have been developed to promote educators to implement the constructivist theory in the classroom. It is highly important to keep the students engaged while teaching.