Unit 068 outcome 1.1 Speech – the expression of or ability to express thoughts and feelings by articulate sounds. Language – the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way. Communication – the imparting or exchanging of information or news. Speech, Language and communication needs – difficulty in speech, language or communication. Outcome 1.2 Learning – language is the vehicle for most learning, and proficiency in speech, language and communication is critical to the development of children’s cognitive, social and emotional well-being.
These new realizations have been converted into the classrooms to better educate students. The correlation between cognition and learning is reliant, and learning cannot occur without the thought processes such as memory. Behaviors such as language cannot occur without the process of learning. References Huitt, W., & Hummel, J. (1997).
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.
1. Explain the adaptive value of rough-and-tumble play and dominance hierarchies. 2. Cite examples of how language awareness fosters school-age children’s language progress 3. List some teaching practices that foster children’s achievement and some that undermine it.
This development is strongly linked to communication and language development. 3. Communication – this area of development is about learning to communicate with other people and understanding their communications. Talking, reading and writing and also use of gestures are all aexamples of skills that most children learn. Communication and language development are linked to cognitive development because more sophisticated communication involves thinking about what others are trying to convey as well as thinking about what you are trying to express.
Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
It's understood that different people assimilate information with different learning styles such as auditory, visual, and kinaesthetic methods. Understanding your students abilities and needs will ensure the right balance of methods and activities to be used. Other points of referral which are available to meet the potential needs of students include: Discretionary Learner support fund, Citizens Advice Bureau, Job Centre Plus, Deaf Association,
Bruner ( 1974) developed a social constructivist model of development in which the child is actively engaged in meaning making through their interactions with people and the environment. Bruner developed the term Language Activating Support System (LASS) to describe the socialising process that drives children towards language learning. In this model Bruner considered the practitioner-child relationship to be a critical factor in language development. Bruner ( 1974) believed that individuals only reach their full potential through social and cultural interactions. These interactions allow individuals to make sense of the world, shaping ideas and beliefs and providing the opportunity to use language to express thoughts.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
HSC 3029 Title Unit Accreditation Ref Level Credit value Support individuals with specific communication needs T/601/8282 3 5 Learning outcomes The learner will: 1. Understand specific communication needs and factors affecting them Assessment criteria The learner can: 1.1 Explain the importance of meeting an individual’s communication needs 1.2 Explain how own role and practice can impact on communication with an individual who has specific communication needs Analyse features of the environment that may help or hinder communication Analyse reasons why an individual may use a form of communication that is not based on a formal language system Identify a range of communication methods and aids to support individuals to communicate Describe the potential effects on an individual of having unmet communication needs Work in partnership with the individual and others to identify the individual’s specific communication needs Contribute to identifying the communication methods or aids that will best suit the individual Explain how and when to access information and support about identifying and addressing specific communication needs Prepare the environment to facilitate communication Use agreed methods of communication to interact with the individual Monitor the individual’s responses during and after the interaction to check the effectiveness of communication Adapt own practice to improve communication with the individual Support the individual to develop communication methods that will help them to understand others and be understood by them Provide opportunities for the individual to communicate with other Support others to understand and interpret 1 1.3 1.4 1.5 1.6 2. Be able to contribute to establishing the nature of specific communication needs of individuals and ways to address them 2.1 2.2 2.3 3. Be able to interact with individuals