Inclusion and inclusive education are quite broad in definition, however with the support of this unit my professional understanding of inclusion has been formed by research and practices such as all student engagement, asking the question how? we can provide for diverse needs (Spandagou, Lecture 2), also Standard 1 of the Disability Education Standards (2005) identifies the need to know our students and how they learn, thus the need for personalised learning plans. The IPAA is an incredible framework, a reflective tool to assist teachers in achieving an inclusive approach to education, teaching and learning which helps to achieve standards 5 & 6 in the Disability Standards for Education (Florian, 2014, p.293). I agree with Foreman (2008) in his argument for inclusion as a concept which extends beyond the immediate environment and education to society itself. It is not ignorable the fact of discrimination and unsettlement of people around others with disability and lack of education about various disabilities and additional needs is concerning.
THE POWER OF EDUCATION phoenix.edu Bachelor of Science in Education The Bachelor of Science in Education/Elementary (BSEd/E) is an undergraduate degree program preparing candidates for teacher licensure. The guiding philosophy of the BSEd/E program is to provide students with the skills and knowledge that will allow them to become competent and effective educators. This program focuses on elementary student learning by developing the skills of the educator responsible for that learning. Student teaching is an integral component of the Teacher Education Program. It provides students with a field-based experience at the appropriate grade and content level.
Teachers who truly value the family’s role in a child’s education, and recognize how much they can accomplish by working with families, can build a true partnership (Dodge, Colker, and Heroman, 2002, pg. 211). The curriculum is based around the theories of: Abraham Maslow (basic needs and learning), Jean Piaget (logical thinking and reasoning), Lev Vygotsky (social interaction and learning), Howard Gardner (multiple intelligences), and Sara Smilansky (play and learning). These theorist help mold the foundation for the curriculum that is used in many classrooms today. The Creative Curriculum enhances social/emotional, physical, cognitive, and language development.
I am presently completing a PGCE in Secondary English at the UOM. I would like to apply for the post of full time English teacher at NCHS School which I saw advertised on TES. During my time as a PGCE student on placement at your school NCHS School and at MEA, I have found a love for teaching which I know will only increase as my skills advance. I thrive on being presented with challenges and finding ways to overcome them. My skills in reflecting on my own work have developed and I set myself daily targets, ensuring I meet them.
Since, I have been thinking of different ways of creating environments, seeing children’s strengths, abilities, and communicating with families during this class, I am going to briefly discuss two things I plan to implant in my professional experience. First, I would have a discussion with my supervisor and staff to come together to help enforce more universal design learning our facility. UDL is As I read the statement in “Early Childhood Inclusion: A Summary”, I came up with the conclusion of what the creation of a sense of belonging and membership, positive relationships and reaching full potential means when working with all young children and families. First, I would make sure that my classroom environment accommodates all my students and the parents feel comfortable with their child in the environment also. Throughout my teaching career and working with all children and families I have discovered that the best
(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
Resource 2: SIOP Lesson Plan (Rhyming) Zenetta Bronson Grand Canyon University: ESL 533N Advanced Methodologies of SEI January 29, 2014 Teachers should prepare a lesson that targets a specific learning goal which allows students to make connections with their own knowledge, deliver the lesson so that the students are engaged, and be able to comprehensible talk to the students so they understand. Teachers should organize the instruction to build on the relationship between students learning in their first and second language. The attached lesson was delivered in order for the children to gain some understanding of phonological awareness particularly rhyming words. Phonological awareness (or phonemic
TECA 1354 QTA Discussion: Metacognition Development How Can Teachers assist children in the development of their Metacognitive skills? Answer: Teachers at every developmental stage provide learning activities that focus on study strategies, problem-solving, and critical thinking/decision-making skills. Chapter 7 5th Edition 1. How well does the author define Metacognition and Cognitive Strategies? (Describe these concepts in your own words to earn 1 grade point) Author defines metacognition an cognitive strategies as strategies that are important and needed in order for a child to understand how their mind works and also how they can take control of it 2.
Running head: UNWRAPPING THE TECHNOLOGY STANDARDS Unwrapping the Technology Standards Larry Kuykendall Grand Canyon University Instructional Technology EDU 225 Jennifer Taylor September 14, 2011 Unwrapping the Technology Standards Comparison Chart |NETS for Teachers |Master Technology Teacher Standards | |Teachers utilize their knowledge of subject matter, teaching and |The Master Technology Teacher successfully model and relate classroom | |learning, and technology to facilitate experiences that advance |teaching methodology and curriculum models that support active student | |student learning, creativity, and innovation in both
Running head: MY PERSONAL CLASSROOM MANAGEMENT My Personal Classroom Management Grand Canyon University EDU430N: Classroom Management Professor Allison Atkins June 20, 2010 My Personal Classroom Management Plan In order to establish an optimal system of discipline, teachers need an encompassing viewpoint that includes the purpose of discipline as well as the elements that comprise discipline and how those elements work to improve behavior while still maintaining motivation and dignity (Charles, 2008). There are various approaches to discipline that are effective in the classroom. Almost any disciplinary approach can be organized to focus on helpfulness and positive relations with students (Charles, 2008). Therefore, when teachers