Reflecting on your practise is important as it can help you to focus on what you have done well and identify areas you may need to improve I.e. It may make you consider new approaches or make you consider learning more or beginning new courses in relevant subjects. You can use reflective practice to improve the quality of the service you provide by thinking about a task you previously completed and asking yourself: What could have been done better? & how will I do that task next time? 1.3.
Students will be required to study the text and to develop the ability to prepare and construct a response to the text, using appropriate language in their discussion. Students should be able to identify and discuss key aspects of the set text, including how the writer constructs meaning and the ways in which social and cultural values are conveyed. Area of Study 2 Creating and presenting Students will be expected to read a range of texts relevant to the theme ‘Conflict’, including the play ‘The Crucible’, songs of Paul Kelly and the film, ’Kite Runner’. Drawing on the knowledge gained from these texts, they will create written texts. Area of Study 3 Using language to persuade The focus of this area is on the use of language in the presentation of a point of view.
1. What is reflective practice? Answer Reflective practice is a process which enables you to achieve a better understanding of yourself, your skills, competencies, knowledge and professional practice. The way things are done may not always be the only way to do them... Reflecting to see this helps identify gaps and areas that can be improved.
Concept 5: Fluency: PO 1. Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text. Concept 6: Comprehension Strategies: PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2.
Different people adjust to different strategies. Most people adjust to more than one strategy. We just need to identify which ones through assessment. How the Awareness of Learning Strategies Influence Teaching and Learning It is important for teachers to understand what a student is going through in their process of learning new information. If you know the learning style of the student, it is easier to convey the message you are trying to convey.
VARK is a magnificent tool online that simply helps identify the different types of learning styles that are out there and helps guide individuals in the right path as far as learning goes. VARK stands for Visual, Aural, Read/write, and last but not least Kinesthetic. Visual, Aural, and Read/write mean exactly what they say. These individuals learn best by doing just that. Visual learners need to see things in order to learn, aural learners are better when they hear the information, and reading/writing learners perform best reading information and writing it down.
Formal IA may be application forms, references and other relevant documentation. Informal IA could usually be a discussion or conversation between teacher & learner. When the teacher has the knowledge and details about the learner, referrals to specialist support areas can be processed if required. Information about the learner’s personality along with any diagnosed conditions for example, ADHD and Autism should also be picked up at the IA stage. Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme.
Also submit a brief justification of the approaches you intend to use, in relation to the learning needs of your peer-group. This justification could refer back to work previously submitted for PTLLS Assignments 4,5 and 6. 7) Delivering your micro-teach PTLLS: Using inclusive learning and teaching approaches in lifelong learning 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners PTLLS: Understanding inclusive learning and teaching in lifelong learning 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills With the exception of UILTLL 2.4, the above criteria all imply skills that you will need to demonstrate during your (brief) micro-teach. You will be required to reflect critically on (self-assess) your own performance using the Micro-teach Observation form in Annex A and your tutor/assessor will also use this same document for summative assessment and feedback. You will notice that this observation form is cross-referenced to the criteria listed above and
Students will examine Poe's use of imagery, foreshadowing, simile, Analyzing Literary Devices in personification, symbolism, and characterization. Students will also use various strategies to determine the meaning
How might this influence which reading and writing activities you would assign? What could you do to strengthen a student’s reading or writing skills in each developmental stage? Organize the information in a manner that allows for an easy comparison of the two age groups. (There are several organizational options available to you in Microsoft® Word: tables, columns, and formatting of text.) Format your paper according toAPA guidelines.