The use of journals assisted them tracking their thoughts which led to their behaviors in the classroom. The teachers realized pre and post thoughts were different. Cognitive coaching includes skills that are necessary for our future leaders. When teachers can learn from each other the impact on the student’s is priceless. The best way to learn is to teach.
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
Award in Education and Training – Assignment One Learner name : Wesley Westaway Award in Education and Training – Assignment One Answer the below questions in paragraphs researching your answers from the course, books and the internet. Make sure you save your work to your computer. Learning outcome 1: Understand the teaching role and responsibilities in education and training Task 1 Unit 1 (U1) Assessment Criteria (AC 1.1) – Complete the following table and question to identify your roles and responsibilities as a teacher. (Please attach additional pagers and/or evidence as required.) Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training.
PPD- M1 Key influences on your personal learning process Key influences on your personal learning process Introduction In this report I will explore what could impact my learning, either negatively or positively, and how they can be adjusted to allow you to learn easier, and more effectively. Learning environment The first factor is learning environment. A learning environment is anywhere that is a place dedicated to help you learn. This could be the physical learning environment; such as a classroom, lecture hall, library, learner zone. A learning environment can also be a virtual environment, this could be a website, Power Points, virtual games.
Use the menu to find the endorsed training package for your industry or the Business Services Training Package. You will find it worthwhile to invest some time in familiarising yourself with the type of information contained within the Training Package. N/A Task 17 AQTF Research the AQTF by going to http://www.ibsa.org.au/content/taa04/aqtf.html. Unable to find the page on the internet for the above. Task 18 You are to select either a workplace task such as changing the toner in the printer and use the method described in this section to demonstrate the task to the learner, You should ask your teacher, trainer or a peer to observe your demonstration and give you feedback.
Comprehensive Classroom Technology Plan Tina Nemeth Drenda Scolari EDU-225 Grand Canyon University 6/19/2011 Table of Contents Introduction Mission Statement Vision Statement Rationale Communication Plan Using technology to communicate in a classroom setting Integrating Instructional Technology Pros and cons of technology Facilitate and Enhance Instruction Using Technology Software to Support Assessment Technology Assisted Assessments Can technology help assess student learning? Difference in formative assessment and summative assessment Technology uses in both Pros and cons of using technology to assess students Technology Ethics in the Classroom Ethical Uses of technology Internet security Creating proper copyright and student use agreements Ethical practices of technology that could be used in the classroom Conclusion Rational, Vision, and Mission Statements Tina Nemeth Drenda Scolari EDU-225 Grand Canyon University 6/19/11 Vision Statement: Students will be educated to the best of my abilities, incorporating both today’s technology as well as the technology of the future, insuring my students the best education of yesterday, today, and tomorrow! Mission Statement: By educating myself with the technologies of yesterday, today, and tomorrow's technology, I will be better equipped with the knowledge necessary to educate my students on subjects that can be useful both in and out of the classroom. By providing students with technology both in and out of the classroom, they will become more familiar with how to
What You Say: Language Context Matters Resource ID#: 56900 Primary Type: Lesson Plan This document was generated on CPALMS - www.cpalms.org In this lesson students will analyze three texts (Amy Tan's "Mother Tongue," Richard Rodriguez's "Se Habla Espanol," and Zora Neale Hurston's "How it Feels to be Colored Me") looking at language, tone, and style. Students will be scaffolded through use of graphic organizers and a Socratic Seminar to culminate in an essay about tone. Subject(s): English Language Arts Grade Level(s): 9, 10 Intended Audience: Educators Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector Instructional Time: 5 Hour(s) Resource supports reading in
Two modifications have been made to accommodate diverse learners in each of the following areas: content, instructional strategies, the end product, and the environment. Differentiating Content The first modification to differentiate learning content is to have the articles available in a variety of media: an audio presentation, and a power point presentation in order to conveying key concepts to varied learners. Participants would be required to read, watch and/ or listen to the articles that a presented for demonstration. A few simple white board examples using a power point presentation of text and text-dependent questions will be presented during the class with the use of class participation to work through some real world examples. Teachers will develop text dependent questions to guide the students through the text in a small group setting.
Running Head: Fundamentals of Quantitative Research Fundamentals of Quantitative Research March 19, 2012 Experimental or Quasi-Experimental Study Experimental Study of Assessing Team Learning in Technology-Mediated Collaboration How the application of the designs differ The purpose of this study was to discover the connection between teacher-level demographic factors and system-level circumstances or factors linked with practical technology-based practices, and self-reported discernment of useful classroom practices in a setting of one-to-one ubiquitous contact with technology. The methodology was founded on a quantitative experimental design and engaged the Gauge Survey developed
Additionally suggested articles from peers and a few articles, published as early as 2006 were used. Critical analysis of literature After sharing a brief historical perspective of behavioural difficulties, the discussion will focus on learning theories (Lamport et al., 2012), teacher’s perceptions (Cassady, 2011, Soles et al. 2008 and Rosenzweig, 2009), concepts of externalizing behaviours (Liu, 2006), staff development and training (McLeskey et al. 2012), technology as a solution to behavioural challenges and intervention models (Anderson, 2012). Historical