When first introducing to a lesson, a graphic organizer can be used to assess and organize a student’s knowledge on the lesson topic. An easy way to utilize a graphic organizer in this way is to have the students fill out a KWL chart. This organizes key information regarding what the student currently knows, what the student wants to know, and later on what the students have learned as a direct result of the lesson. This provides the instructor a learning history of what they can build upon and clues them in on areas of interest they can use later on in the lesson. During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details.
Explain the functions of assessment in learning and development Initial assessment in identifying learner needs The Initial assessment (IA) process could be classed as the most important information gathering process. It not only allows the teacher to decipher if the student is enrolling on the correct course for them but also to collect details about the learners past educational experiences, upbringing conditions i.e. a care environment and any particular learning issues. The initial assessment can be both formal and informal. Formal IA may be application forms, references and other relevant documentation.
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.
Course Syllabus ------------------------------------------------- EDUC 518 Understanding Educational Research and Assessment Course Description Overview of the nature of research on human development, learning, and pedagogical knowledge and skills. Topics include current trends and issues in education, skills in data collection and assessment, and application of research in educational settings. Rationale The objective of this course is to help candidates to gain a basic understanding of the nature of educational research. At the conclusion, candidates should have the skills and knowledge necessary to critically evaluate educational research and to judiciously apply findings in their professional settings. I. Prerequisites
Attendance will be taken at each class and will be used for student monitoring. You should treat class like your job; if you miss work you call your supervisor. If you will be absent for more than one class then you should call or e-mail me. I drop the lowest quiz. If you are going to miss a quiz, have a legitimate reason, and can make the quiz up in the testing center before the next class, then contact me before the end of the class by email or voicemail.
How significant it is for students to pass exit exams if the tests fail to translate into deeper learning for students and academic success? Components of the Exit Exams The exit exams are comprised of two sections, which include English, language arts and Math. Tenth graders who fail the exam have five opportunities to retake the sections they struggle to pass. Students can retake the test twice in their junior and senior and once after high school if they fail it initially. Most states also offer students the opportunity for remediation, typically during the school day.
In IT class, the most used resources are the computer, overhead projector, handouts, whiteboard/flipchart and voice. To select the resources to be used depends on the session task and objectives. In order to include all learners, the learning styles of the group is considered when planning the session and choosing appropriate resources is essential. These have to be tested, be readable, computerised resources, also knowing the strengths and limitations of specific resources. In planning my lesson, I will envisage learners that did not disclose their additional needs and what extra support they required, in order for the session to be inclusive; some steps will be taken to ensure that learners will still be able to participate.
In the 2006, twenty-one percent of student taking the college entrance exam passed all four major subjects (Schemo). This means that seventy-nine percent of students were not ready for math, writing, reading, or biology. With high schools not preparing students and lowering their standards in education, student now have to face taking remedial classes. Remedial classes help unprepared college students re- learn what they need to know. The remedial classes support students’ success in college, thus helping them achieve a degree and a more statistically pleasing life.
Ryu, Parsons, Li, Sheng &ump; Javed (2009) found that the antidote to learning, requires referencing prior knowledge to recent experiences, referencing different situations to similar, past situations, and then incorporating what one has learned to the past foundation. A foundation upon which to build needs to be established first to construct planned activities (Kundi &ump; Nawaz, 2010). The social constructivism (SC) approach makes it possible for teachers to meet online, share ideas, prepare lesson plans and activities using different software packages (Moses, Khambari, &ump; Luan, 2008). Dewey (1916/1997), Papert (1993/2000), Piaget (1932/1997), and Vygotsky’s (1978/1981), social constructivism (SC) theory illustrates that the teacher guides the learner during the learning process rather than instructing through traditional lecturers. Wellings and Levine (2009) established that technology literacy in the instructional setting increases rigor and reinforces learning in a SC way.
In this assignment, I will examine the importance of classroom based research (CBR) and discuss its effectiveness when implemented in teaching. Research is defined broadly throughout the academic field. Hitchcock and Hughes (1995, p.5) define research as the means of attaining and interpreting “information and data”. According to Lambert (2012, p.12), “research is purposeful investigation, aimed at finding out things we did not know before”. As shown by Wilson (2013, pp.4-7), CBR identifies information by means of “empirical and theoretical work” based on different aspects of the classroom.