Customized Learning Theory Angelique Young Liberty University Introduction There are many ideas and theories on what makes the best learning environment. Things to consider are teacher-student relationships, teacher-parent relationships, parent-student relationships and lastly, student-self relationships. Each relationship creates an environment that is intertwined with the other to create the best learning environment for the student. When one or more of these relationships fracture, the environment for the student is, at best retarded, if not crippled. By understanding the dynamic of these relationships, a teacher understands the development and learning of students and seeks opportunities to positively support not only their intellectual development, but also social and personal as well.
Teaching Assistant level 3Assignment 3 Student Name: Shazna Begum Student Number: SHA851BE Tutor: Mr Ken Smith Question 1: Why is it important to observe and assess pupils development? Precise observations and assessments are vital to efficient educational training. Cautious analysis enables both the teacher and teaching assistant to make assessments linking to each individual’s behaviour, learning techniques, stages of development and maturation, curriculum advantages and disadvantages, contemporary learning needs and attainments. These observations and assessments can help underline and commemorate individuals advantages and also discover any disadvantages in their learning. 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.
Teaching Assistant Level 3 – Assignment 3 Question 1: Why is it important to observe and assess pupils’ development? It is essential to observe pupil’s as it enables the teaching assistants and the teacher to make an objective assessment on individual pupils. They are able to establish the pupils: behaviour patterns; their individual learning styles; the level of development; their existing skills; curriculum strengths and weaknesses; their current learning needs and learning achievements. In addition by observing the pupils the teaching assistant and the teacher are able to identify what the children learning needs are which will allow them to plan activities which would appropriate for the individual pupils learning needs, in order to help the pupils achieve their full potential. Furthermore if they notice that the pupils may have a learning difficulties, they are then able to ensure that the pupils is assessed by the Special Education Needs Co-ordinator (SENCO) or external assessors if necessary in order to establish if they do have a learning difficulty and would then work with the class teacher and teaching assistant to ensure that they are able to support the needs of the pupil as appropriate and make suitable arrangements.
Formative assessment, or assessment for learning, enhances student learning and achievement and helps teachers improve instruction (Wiliam, 2005). Assessing students during class allows teachers to immediately identify misunderstandings and direct students towards reaching desired learning targets (Wiliam, 2005). There are many modes of formative assessment, both formal and informal, including observations, rich questioning, oral presentations, team projects, assignments, peer reviews and self-assessments (McMillan, 2011; Wiliam, 2005). We will discuss two important formative assessment tools specifically and how they enhance learning. Self-assessment To achieve success students need to grasp of what they are doing, how well they are doing it and, what they need to do to improve (Chappuis and Stiggins, 2002).
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.
Summative assessments are also necessary to give feedback to the student if the feedback offered is adequate this can be also classed as formative assessment. Oral and written assessments will assess whether the learner can apply the knowledge taught within the lesson. The methods of assessment are observation, testing and questioning all assessment methods should maintain within the SMART targets. This means that they should be specific, measurable, achievable, and measurable and time bound. The summative assessment methods are generally used for credited learners which are defined by awarding bodies such as WJEC for example.
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teacher’s role, responsibilities and boundaries are permanently changing, evolving and being assessed in order to give the best possible learning experience to all students. Using the teaching/training cycle can benefit your personal development if you refer to and use its principles. The first stage of the cycle is Identify needs, this begins with the initial assessment where we can determine the learners needs and the correct course for them to achieve. We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic).
* Identify the requirements of the assessment strategy of the qualification to ensure the learner can meet the specification. B - Formative assessment in tracking learner progress Formative assessment is the assessment that takes place during a course or programme of study, as an integral part of learning process, and such it is down to the teacher or trainer to design and implement it. It refers to frequent, interactive assessment of student progress and understanding to identify learning needs and adjust teaching appropriately. By using formative assessment approaches and techniques you are better prepared to meet the diverse students’ needs – through differentiation and adaptation of teaching to raise levels of student achievement and to achieve a greater equity of
This includes; * Identifying individual learning needs via one to ones or through observations. * Create a specific outline of intended learning outcomes for pupils, which is also inform by the curriculum requirements set for pupils at their age, level. 2 * Preparing the learning activity by discussing and during research to understand subject matter. * Observing and recording pupil responses to materials presented to them and logging it down in there IEP (Individual Educational Plan) * Evaluate the learning activities and identify future learning needs by having a short feedback on the pupils responses to the activity. Daily discussions with the teacher on the
Teaching Assistant Level 3 – Assignment 1 Question 1: Give examples of how you would plan activities. Planning activities is based on pupil’s individual’s interests, needs and abilities, and emphasises the importance of observations and assessments of pupils, although the process for planning is continuous it still consists of these fundamentals: identifying future learning needs, preparing specification of intended learning outcomes for the pupils, observing and recording of the pupils responses including their achievements/ difficulties, identifying each children individual learning needs, preparing for the learning activities, selecting appropriate resources for the learning activities, organizing the learning activities, identifying staff roles, implementing the learning activities, and evaluating how the learning activity went. Therefore as a teaching assistant my role in planning activities would be to attend regular meetings either; once a term, every half term or weekly. Furthermore each day discuss with the teacher about; the lesson plans, objectives of the learning activities, what my contribution to learning activities, how much support and the type of support in which I’m going to offer the pupils, as well as the specific strategies for supporting learning activities. Subsequently I should provide feedback to the teacher after the activity or lesson and inform the teacher on the children or child achievements and difficulties in the activity.