Identifying non attendance could indicate a problem external to the teaching setting which may benefit from referral to other professionals or could point to students’ dissatisfaction with the teaching style which could be addressed by reassessing the teaching methods used in order to promote more inclusive practice. Assessment on the course forms an ongoing weekly record of how students are grasping lesson plan objectives and provides valuable feedback for both students and myself as their trainer. Monitoring student achievements, skills, abilities and progress through ongoing assessment, tracks their progress with feedback given to confirm that learning objectives have been met. Assessment also enables identification of any special needs that require more attention through setting targets for improvement in order to progress more effectively with the course. Recording special needs allows for assessment of the effectiveness of interventions implemented and gives students a measure of appropriate progress towards
But the growing interest in learner centredness indicates a new and emerging valuing of diversity and difference, which also links with the points I made about networking. 3 Reflective practice and teacher learning This is about teachers questioning and exploring their own practice of teaching. It is a sort of systematic curiosity about going beyond the edges of what we know and do, to find out how we could do things differently or better. Of particular interest are questions like 'Is there a discrepancy between what I say I do and what I actually do?' Action research might guide us to try to become more aware of our own beliefs and how they frame the way we teach and think about teaching.
Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training. Followed by Assessment’s and feedback on Overall Evaluations. 4. Review own role and responsibilities in identifying and meeting the needs of learners. Initial assessment is to acknowledge the strength or weakness of each student and thoroughly learning about what is the best approach of learning about the students and the better approach or method of teaching the students, so they are able to understand. Target settings will also apply as a motivation for the students so they are able to understand the actual target’s that are required to be followed.
1.2. Impact of information literacy skills on independent learning Information literacy skills empower the learners with the critical skills which will help them to become effective independent learners by evaluating information critically and competently (Nicholls, 2002). They are used for academic purposes, such as research papers and group presentations. Information literacy skills enable the independent learners to weigh information carefully and wisely to determine its quality, understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, and impartiality of information thus enabling them to use logic and informed judgment to accept, reject, or replace information to meet a particular need. Information literacy skills enables an independent learner apply the principles of information literacy to access, evaluate, and use information about issues and situations of personal interest by actively and independently seeking information to enrich understanding of career, community, health, leisure, and other personal situations( Andretta, 2005).
ENABLING AND ASSESSING LEARNING The importance of assessment Assessment in their numerous forms are vital elements in the learning process. Assessment is typically used to obtain information and used appropriately, the variety of assessment methods and tools will identify the level at which the learner is starting out on their educational journey. They support the teacher in evaluating teaching methods and help in identifying that learning has taken place. Meaningful assessment tools also recognise gaps in learning to enable adaptation in materials to better meet the needs of the student. The different forms of assessment lend themselves to supporting this process.
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.
The Importance of Critical Thinking Euphemia Cruz MGT/350 Dr. Suresh Kumar Critical thinking is an essential skill that is utilized in the decision making process. It forces individuals to think “outside of the norm” and seek an alternate solution for an issue or problem. The critical thinking process of making a decision is based on observation, research, analysis, implementation, and results. It is a disciplined process of decision making that requires a non-biased, self-driven, rational mind that can improve the quality of intellectual integrity ("Defining Critical Thinking", 2008). Thinking critically when making decisions that may have a significant impact on one’s life is crucial whether as a student, parent, professional, or even involving personal matters.
When revisiting Krashen and Vygotsky , their philosophical view of language is viewed as a tool that is best used when the individual feels that it is important, natural, and relevant to them in Vygotsky’s view, the collaborative interaction of learners as part of a social system within the classroom takes place between students who are MKOs (More Knowledgeable than Others), and their peers. The cooperative learning with MKOs helps empower their peers to absorb new information, and to allow learning to take place as a process. Vygotsky theorizes that this process occurs within a student’s ZPD (Zone of Proximal Development) and that the goal of the relationship between the MKOs and their peers is to extend the peers’ ZPD by increasing the knowledge, and expanding their learning potential (Vygotsky, 1978). Concisely, both Bandura and Vygotsky concide in that the learner’s role within a society that invites the acquisition of new behaviors and skills is the underlying motivator that enables the learning to occur. This is how, whether cognitively, intra or inter psychologically, socially, or behaviorally, these theorists embody the promotion of social change through the theoretical notions of learning and acquisition that are promoted in their philosophical benchmarks.
Social Cognitive * Affective learning processes Self regulated learning tends to be influenced by an individual’s emotions, behaviors, and their cognitive processing (Schunk & Zimmerman, 1997). This is a process that will orient the individual in achieving their goals by self generating (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) stated that the self regulated learning process can also be considered as an academic self regulation process which has been studied over the years throughout different classrooms. The students taking the course learn how to use motivation, cognition, and behavior to improve their learning skills. These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997).
Development of Student Skills in Reflective Writing Terry King University of Portsmouth, United Kingdom Abstract: Due to the increasing importance of critical reflection as part of the key skills agenda in higher education in the UK, staff and students need to develop an awareness of the stages of reflection and how these may be employed to develop better quality reflective writing and more controlled and informed assessment of that writing if required. This paper considers the role of reflection in the learning process and its link to deep learning in taxonomies of learning objectives. A simplified model of the stages of reflection is used as the basis for two workshops where staff and students are encouraged to consider the importance of reflection, the development of reflection from the most simple observations to higher levels, where issues and problems may be resolved, and then evaluate pieces of reflective writing for quality. An analysis of the initial results of student work after these workshops shows that the key factors in improving the quality of student reflection are time to reflect, reinforcement of the process and stages of reflection, an institutional culture of reflection and assessment. In conclusion, the paper discusses a future student-centred initiative and considers how the development of a culture of critical reflection depends not just on awareness but also has curriculum and resource implications.