In today’s world educators worry about lacking basic skills in Reading and Mathematics that our students are having and focus more on modern technology and having our students think out of the box. This discussion will include my personal education philosophy, types of philosophies, my personal results of the Philosophy Preference Assessment and how my personal philosophy will influence my instructional practices and my choice of classroom curriculum. There are five educational philosophies. They are perennialism, idealism, realism, experimentalism, and existentialism. Wiles stated, "Perennialists believe education is a constant due to a human’s ability to reason, therefore education needs to focus on developing rationality.
Plan For Unit. This workbook will give you an outline of the content to be covered and the related text pages. It is not intended to be used alone but in conjunction with your text and teacher. It is expected that you will follow the workbook and read the related text, experiments and investigations before the lesson. It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class.
Expectations will be set when starting the course of this journey. As a teacher my passions and personal attitudes toward technology will determine my student’s outcome in reaching their goals. Students will be continuously engaged in a variety of educational and instructional technology activities and working together collaboratively. Integration of technology into the classroom will assist students in development of skills in art, science, reading, writing, math, etc. They will be able to view presentations, as well as present those of their own in verbal and non-verbal ways.
In contrast, formative assessment is a part of the instructional process and is able to provide essential leaning and teaching information to educators. Formative assessments help to provide educators with more timely information where learning adjustments can be made more immediately. The results of formative assessments can help to guide teachers in knowing where they need to take their instruction next, depending on student learning and understanding of previously learned skills and concepts. Formative assessment also allows teachers to involve students in their own learning through descriptive feedback as to their progress. Some instructional
This essay will discuss my perception of the role of a teacher in the lifelong learning sector. It will cover a teacher’s roles, responsibilities and boundaries. It will also evaluate different methods of assessment and discuss approaches to embedding inclusive learning and teaching into learning activities. I have broken the essay down into several headings: Roles, responsibilities and boundaries Teaching and learning methods Assessment methods Equality, Diversity and Inclusion Functional skills in the lifelong learning sector. Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me.
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
Development of Assessments Summary of responses: According to the instructors or trainers a pre-class questionnaire or training needs analysis is critical for the development of an assessment or program. To realize and collect important data it is essential to prepare clear and precise goals and a concise course outline. C. Implementation of Assessments Summary of responses: The interviewees present the students/employees with the objective of the lesson at the beginning. The instructors stated that they also present the objectives in the middle and end of the learning segment. All interviewees engage in face-to-face discussions to discover the level of skill and limited disabilities of their students/employees.
The difference between disequilibrium, and equilibrium and its impact in the classroom is as significant as Piaget suggests. If a student/person feels like they know how to solve a problem (or are at equilibrium), they will not want to learn about it. Although, if they are able to create a disequilibrium, or the inability to solve a problem by receiving constructive feedback and create competition, one will want to learn more about the subject/job and will hopefully retain a lot more information. An example of this can be seen in the classroom or workforce. There are many children in primary school who rely on their parents/peers to tie their shoes for them as they constantly have support in the area and have no motivation to learn themselves.
According to Wilson (2009), roles describe functions of teachers. These could include: planning and preparation for the running of the class; designing different and interesting ways to deliver the lesson; assessing (evaluating) the impact of the learning and whether it has been transferred to the learner; maintaining a safe teaching/learning environment; marking the work of learners; giving constructive feedback; and record keeping. There is more detail on the types of records teachers need to maintain in the attached learning pack under ‘Teaching/training cycle’. As well as compliance with legislation and regulations i.e. Health and Safety and those of awarding bodies regarding standards of work or teaching (where there is no room for negotiation), ground rules can be created in a variety of ways i.e.
One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities.