Although the theories of Piaget, Vygotsky, Erikson, and Kohlberg are relatively abstract, we had to find ways to put them into practice in our teaching. I believe this unit also addressed the same TPEs as the second part of Unit one, going from theory to practice and synthesizing our knowledge about students in general to guide our specific teaching practices. The second part of this unit involved learning how socially developed ways of thinking about race can inform teaching. This learning was specifically related to TPE 11, “Social Environment,” in which teacher candidates must create a positive learning environment including fairness, respect, and caring. During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP.
It is important to gather resources and information about the course to make appropriate planning. Once I identify any barriers or boundaries, I use different strategies through the lesson to help the students. My job is to encourage the students to share their experiences and to stimulate good communication and group work. I also have to
Learning Style Inventory Paper Jennifer Lomibao Teaching and Learning Strategies-HSN540 Mary Dowell PhD, RN, BC March 26, 2012 Learning Style Inventory Paper Learning style refers to the unique way an individual prefers to learn. This reflects an individual’s predisposition to implement a particular learning strategy despite the specific demands of the class. It is worth noting that the learning styles are conventional modes used to process information by individuals. Because individuals have a unique way of perceiving, organizing, and retaining information, it is imperative that educators effectively design and implement teaching methods that enhance learning to these diverse learners (Billings & Halstead, 2009). Studies show that students perform better in the classroom when their learning styles match the instructional methods implemented by their teacher (Farooq & Regnier, 2011).
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
A2: Transfer information to the Professional Development Template, in the Appendix, and assign timeframes. 0 Satisfactory 0 Needs revision ________________________________________ Q3: It is important to identify the best way you learn (learning style), so you will use appropriate strategies which best suit you. Please complete a learning style survey (please refer to Study Plan for a suggested survey) to help you to identify what is your learning style. Include results below and in a sentence discuss how you will take the results into account when learning or when developing competence. A3: 0 Satisfactory 0 Needs revision ________________________________________ Q4: From experience, there are obstacles or barriers that impede our study plans.
Such decisions include a better and thorough understanding of the students´ particular learning styles, their affective needs, and their own personal goals to establish the right balance between teaching and learning. Another essential aspect I need to consider when planning or teaching a lesson is pacing, which again, was one of my biggest problems for this lesson. “Pacing is the extent to which a lesson maintains its momentum and communicates a sense of development. How much time to allocate to each part of the lesson is thus an important decision which teachers must make while planning or teaching a lesson.” (Jack C. Richards, 1997). Thus, I feel I should try the following changes in my teaching to achieve a proper pacing next time I teach a lesson: * Avoid repetitive activities (such as the ones mentioned in exercises 3.1, 3.2 and 3.3 in Appendix 3); a variety of activities should be presented
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.
By interrogating, for example, teaching journals, evaluations, student/peer feedback, personal goals/outcomes, and/or role model profiles, teachers can reveal aspects of their pedagogy that may need adjustment or strengthening. Self-reflection is the foundation for reflective teaching. Going further than self reflection to understand student experiences is, for Brookfield, "of utmost importance" to good teaching (35). Teachers can reflect upon, for example, student evaluations, assessment
TAQA Assignment T2 – Jim Davies 16/08/12 1. What are the functions, concepts and principles of assessment in learning and development? Functions of assessment Assessment is often confused with evaluation, assessment relates to the learner and is specific to the learner’s achievements and how they can improve, whereas evaluation relates to the programme or qualification the learner is taking. There is also a difference between ‘assessment of learning’ and ‘assessment for learning’. Assessment of learning is summative and can confirm that learning has taken place, but assessment for learning is a formative process which determines the learners progress so far and can be used to plan any further learning or development that may be required.
It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development. For example, to be able to recognize the broad choice of skills in all areas of pupils development. This will help teachers and teaching assistants to set out goals that need improving and building upon current skills to allow pupils to achieve their educational attainment at different levels. Moreover it is important to observe and assess in order to identify and comprehend the cycle of development in children. This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school.