Supervision for Instructional Improvement Ebony A. Wilson Grand Canyon University Supervision and Instructional Leadership EDA 551 April 20, 2011 Supervision for Instructional Improvement Professional development is an essential tool in a movement towards greater success for all students and meeting the needs for school change in a society that is desperately in need of one. As stated by DeSimone (2011), "Teacher professional development is one of the keys to improving the quality of U.S. schools. Many education reforms rely on teacher learning— and the improved instruction that ideally follows — to increase student learning, so understanding what makes professional development effective is critical to understanding
Learning Theories and Effective Curriculum Design Arlinda Hairston Walden University Pam Fitzgerald Designing Curriculum, Instruction, and Assessment EDUC -6640 March 3, 2012 paper ID: 233289042 author: Hairston, Arlinda 40% Similarity score Learning Theories and Effective Curriculum Design Teaching 21st century learners requires the use of multiple methods to meet learning goals and differentiation of instruction for varied learning styles. According to (Marzano, 2010) teachers are responsible for utilizing several learning theories to keep students engaged and motivated (Marazona, 2010). Teachers integrate their knowledge of how students develop and learn and recognize that learning is not” one dimensional” (NBPTS, Para 4, p.2). Formulating a and implementing a theory of learning will help teachers capitalize on student’s strengths and experiences as well as using their own experience in the classroom to focus on ways to build on student’s academic abilities. Teachers need direction in order to meet academic proficiencies and to keep student’s interest (Laureate Education, Inc., 2010).
I considered the significance of the position, the effect Brady still has on the present, the effect he will continue to have on the future and how it could be used to aid students learning in an authentic way. Through evaluating fieldwork planning and artifacts with in the society and environment curriculum and
Fifteen different instructional strategies are shared in this article to aid in teaching mental flexibility. This article is definitely relevant to teaching in the 21st century where there is a need for students to have the ability to view things from many perspectives. Change is a given, and this article demonstrates how we must learn to adapt our teaching techniques to help teach our students to be flexible in their thinking. Because there is such diversity in the world today, I believe that it is important for students to think critically and be able to understand the various perspectives of others. I also believe that this article gives educators numerous ideas that are easy to adapt to various teaching situations and will help students develop mental flexibility.
Making people aware is one way they are related. An example of this is educating children in classrooms early on about the acceptance of racial and cultural global diversities. Another way they are inter-related is in the global market. To stay competitive in the world market the US must develop ways to market products to other countries. If we want to sell our own products with other countries it is necessary to learn of their cultures, languages, needs and wants to be successful.
Cognitive Coaching Anjanette L. Briggman EDL/531 February 10, 2011 Shana Henry Barton Cognitive Coaching This paper will include information regarding application of cognitive coaching in the current climate of education and how it relates to educators consistently growing in their role. The word coaching can have multiple meanings based upon the content in which it is being used. As it relates to this paper the coach will be noncritical, create an environment for reflective practice, and encourage self-directed learning. The coach will maintain a clear purpose for the coaching sessions by asking exploratory questions will push the limits of the mentees thinking, self-awareness, opinions, and idea of norm. The intended outcome is to
Introduction In this end of module assessment I would like to reflect on the knowledge I have gained and in what areas I feel the course module has improved my understanding regarding issues experienced by young people involved in the Youth Justice system .I hope to evidence how K115 has enabled me to improve my approach when working with young people and how it has led to a process of change in my work practice providing a better understanding of key issues in areas such as legislation and changing the values and practice essential to successful outcomes. I would also like to discuss how I feel the course has given me a greater understanding of and improved my knowledge of how we try to meet the needs of those involved. How we both identify
Teaching and learning styles must change if education is to propel into the future with quality-educated teachers and students. This concept will impact the administrators by keeping a growing number of new teachers in the teaching field. Students are changing on a daily (sometimes hourly) basis due to technology such as the Internet and interactive games. Mentor and novice teachers create new thinking when they implement learning styles which are fresh and exciting. This is a pivotal way of changing mentor and novice teacher’s practices for the sake of good teaching.
This essay will explore the significance of IP education and how this will lead to successful IP working. It will focus on personal IP education and from personal practical experience in placements and reflect on how to improve IP collaboration in the future. Finally I will identify a barrier to IP working and what changes could be made to make IP working more effective. Since 2004 it has been a requirement that pre-registration health and social care students in England must receive IP education opportunities. The main objective for this is to guarantee students: “…learn with, from and about each other…to aid collaboration in practice” (CAIPE, 1997).
Here again is a series of invitations to use the classroom to model the assessment of change, applying materials from the historians' treatments but adding some definite highlights. Dealing with continuity and change over time in world history often invites students to make active use of more general periodization, to contribute a framework for more specific changes in, say, trade patterns or cultural contacts. Reminding students to test the general factors involved in periodization to the question at hand is already a step forward, providing global context for key developments over time. This same relationship will help students