Physical, cognitive/intellectual, social/ emotional, and moral development will be examined. The course focuses on defining the various stages as they impact instructional practice and decisions in a preK-8 environment. (3 credits) Prerequisite: GEN 200. EDU 310 Models and Theories of Instruction This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined.
Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook. Step 1: Assessment Selection and Planning for the Whole Class Directions To plan classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study and identifies the student academic learning goals to measure. “Ideally, assessment and instruction are linked inextricably within any curriculum. The key to using assessment effectively and efficiently in a program of instruction is to recognize above all that different types of assessment tools must be used for different purposes.” (Reading/Language Arts Framework for California Public Schools, 1999, page 215) Select one class, a content area, and a unit of study to work with as you complete this performance task. Respond to the prompts below about the unit of study and its assessment.
As a student, in the beginning of my professional career, writing reflection seems a sensible idea to record learning experience. The early stages of any career would play important role in learning as one settles into the ways of profession. The complex part is recognizing such experience and implementing on practice. In this reflection, I will be discussing about the role play we have had last week in our classroom. Gibbs (1998) reflective cycle will be utilized as it illustrates a clear structure for the process of reflection which includes six main stages; description of the event, feelings, evaluation, description (analysis to make sense of the experience) conclusion and action plan (Jasper, 2003) respectively.
The Leap test research design is developed with strategies of scientifically-based research that addresses strengths and weaknesses of targeted students. Seven strategies are used to develop the design of the standardized test, According to Louisiana Department of Education (2012), Data-Driven Decision Making is described as,” collecting, analyzing, and using numerous types of data effectively are important components of Accountability and School Improvement.” Curriculum alignment is a testing tool used to ensure accurate content that is aligned with curriculum instruction, age appropriate learning, and knowledge based instruction. The Professional development model
Level 3/4 Award in Preparing to Teach in the Lifelong Learning Sector (7303) Qualification handbook Qualified Teacher Learning and Skills (QTLS) framework Further to feedback received from centres and EVs, the following revisions have been made to this handbook. Page number references are provided to help clarify where amendments have been applied. Page number 9 19 24 Revisions QCF guidance and information updated Mentor statement revised: ‘this will be in addition to the 30 minutes observed’, it had previously read, ‘3 hours’. Statement added to clarify depth of theory required at each level : ‘When planning delivery of the programme, centres must address all the points of the section aims and content. At level 3, there is no need to cover
2008 HSC NOTES FROM THE MARKING CENTRE ENGLISH EXTENSION 1 Introduction This document has been produced for the teachers and candidates of the Stage 6 course in English Extension 1. It contains comments on candidate responses to the 2008 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses. This document should be read along with the relevant syllabus, the 2008 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of English Extension 1. General Comments In 2008, approximately 6000 candidates attempted the English Extension 1 examination.
Version : 15/06/2011 General Certificate of Secondary Education English Literature 47101H Unit 1 Exploring modern texts H Tier June 2011 Mark Scheme Post Standardisation Mark schemes are prepared by the Principal Examiner and then considered and amended, together with the questions, by a panel which includes subject teachers. The mark schemes here include those amendments, and these are the mark schemes used by examiners to assess candidates’ responses for this examination. Before candidates’ responses are assessed the standardisation process ensures that every examiner understands and applies it in the same way. Unusual answers, which do not seem to fall within the mark scheme, are referred to the Principal Examiner for judgement.
The final version of the research paper will be graded on content, grammar, spelling and APA documentation. I expect the student to incorporate my comments from the draft version. • It is possible to turn in a draft version that meets all the necessary elements of a final version. Note: Please cite all sources to avoid plagiarism. I will be checking all papers with a service called turnitin.com, which checks research papers for plagiarism.
Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Week 3 – Collaborative Learning Community: Educational Program on Risk Management: Outline of Topic Details: This is a CLC
Constructivist Theory and Best Practices: Secondary Education November 17, 2008 Learning Design of the Constructivist Theory In the twenty first century it is clearly evident that the traditional teaching style must be changed to adapt to technology and teaching and learning issues of this time period. The learning design of the constructivist theory is about the various styles of teaching among different teachers that promotes learning in the classroom. According to Gagnon and Collay, “the CLD (Constructivist Learning Design) is a guide to organizing for learning, using six elements: Situation, Groups, Bridge, Task, Exhibit, and Reflection” (Gagnon & Collay, p.17, 2006). All six elements of the Constructivist Learning Design that Gagnon and Collay describe have been developed to promote educators to implement the constructivist theory in the classroom. It is highly important to keep the students engaged while teaching.