Teachers can analyse performance using tests or questioning the pupils after completing an activity. Plans could include differentiated classroom groups, built in review time. Plan to give pupils examples of a variety of skills, attitudes, standards and qualities to aim for. (b) the learners Peer and self assessment are activities that actively engage pupils with their level of understanding and the quality of their work and help them to reflect on how to improve. Pupils must be familiar with learning objectives, outcomes and success criteria and feel confident in how to interpret them.
Understand how to communicate with children, young people and adults 3. Understand legislation, policies and procedures for confidentiality and sharing information, including data protection Assignment coverage |Task name |Learning outcomes covered | |A – Communication and relationships |1.1 explain why effective communication is important in developing positive relationships | | |with children, young people and adults | | |1.2 explain the principles of relationship building with children, young people and adults | | |1.3 explain how different social, professional and cultural contexts may affect relationships| | |and the way people communicate. | |B - Communication |2.1 explain the skills needed to communicate with children and young people | | |2.2 explain how to adapt communication
QCF LEVEL 2 CARE DIPLOMA Unit title: Introduction to Communication In Heath, Social Care Or Children’s And Young People’s Settings Questions | | Learning Outcome/Assessment criteria | 1.1. Identify different reasons why people communicate. | There are lots of different reasons for why people communicate. These are the ways to communicate. * Give information * Receive information * Give instruction * Receive instruction * Discuss a situation * Make a point or outline concern * Express a need * Negotiate * Develop learning.
Formal IA may be application forms, references and other relevant documentation. Informal IA could usually be a discussion or conversation between teacher & learner. When the teacher has the knowledge and details about the learner, referrals to specialist support areas can be processed if required. Information about the learner’s personality along with any diagnosed conditions for example, ADHD and Autism should also be picked up at the IA stage. Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme.
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.
Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities for the following areas : * literacy skills * numeracy skills * ICT skills * problem solving skills A learning support practitioner will contribute to the planning of an activity by firstly gaining a clear understanding of what the learning objective is and what the teacher wants the child to achieve from the activity. The practitioner will then find out the ability of the pupils they are working with and if they require any extra or specialist help , this then helps the practitioner provide the correct materials and equipment they need for the activity. A learning support practitioner would also contribute to planning as they will identify if pupils they are working with are likely to finish early and so can arrange with the teacher and additional sheets these children may need. An important part of planning would be for the practitioner to be aware of how much time they have to do the activity and can plan the activity to suit. A learning support practitioner will also be required to provide the teacher with feedback of the activity and the child's performance , so the practitioners should arrange with the teacher beforehand how they should be providing the feedback.
The impact of communication on own work: communication with others eg colleagues, people who use services, children; supports the development of effective relationships, helps to build trust; aids understanding of individuals’ needs; prevents misunderstandings; supports the development of own knowledge and skills 1.3. Explain why it is important to observe an individual’s reactions when communicating with them. The importance of observing others’ reactions: verbal communication eg tone, pitch, silence; non verbal communication eg body language, facial expressions, eye contact, gestures, touch; to understand emotional state; know if information has been understood; when and how to adjust communication method; recognising barriers to communication 2.1. Find out an individual’s communication and language needs, wishes and preferences. Communication and language needs of individuals: home language; preferred method; sensory difficulties; preferences based on eg beliefs, values, cultural variations, age, gender; additional learning needs; physical disabilities 2.3.
Also submit a brief justification of the approaches you intend to use, in relation to the learning needs of your peer-group. This justification could refer back to work previously submitted for PTLLS Assignments 4,5 and 6. 7) Delivering your micro-teach PTLLS: Using inclusive learning and teaching approaches in lifelong learning 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners PTLLS: Understanding inclusive learning and teaching in lifelong learning 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills With the exception of UILTLL 2.4, the above criteria all imply skills that you will need to demonstrate during your (brief) micro-teach. You will be required to reflect critically on (self-assess) your own performance using the Micro-teach Observation form in Annex A and your tutor/assessor will also use this same document for summative assessment and feedback. You will notice that this observation form is cross-referenced to the criteria listed above and
This is the process operating when the tutor explains the assignment. • Depending on student's previous experiences and expectations, their perceptual filters will interfere with the message that they receive. • Both the tutor's verbal and non-verbal communication – in particular, aspects of paralanguage such as emphasis – will communicate which bits of the instructions are most important. Verbal communication varies in its accessibility for students, as they may have different levels of understanding of the instructions (especially if English is not their first language). Non-verbal language may support or contradict verbal messages.
(Describe these concepts in your own words to earn 1 grade point) Author defines metacognition an cognitive strategies as strategies that are important and needed in order for a child to understand how their mind works and also how they can take control of it 2. Do children develop their metacognitive strategies