(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
I chose to focus on the PK-2nd Grade guidelines developed by NETS for Students. It is important to keep in mind that the profile that is set up for PK-2nd grade is meant as a guide for teachers to use as “indicators of achievements at this certain primary stage (“ISTE/NETS,” 2007) and it is based on the assumption or idea that these children will have regular access to several different types of technological tools. There is a multitude of technology that is widely available for the K-12 classroom. Software as simple as Microsoft Powerpoint and as complex as Auto CAD is available for every type of classroom. Hardware such as scanners, digital cameras, and flash drives are also a tiny handful of hardware that is available.
City and Guilds 6502 Level 3 Award in Education and Training – AET Unit 301: Understanding roles, responsibilities and relationships in education and training Assessment Task A: Information Booklet You have been asked to produce a leaflet that mentors within your organisation can use when supporting new members of staff. The leaflet needs to outline some of your organisation’s procedures and be a useful reference point. In this document you will: a) explain the teaching training role and responsibilities in education and training. Follow the SMART teaching theory, setting Specific Measurable Achievable Realistic and Time bound goals for students. Marking and assessing students work and progress.
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
However, some lessons have a short story regarding a city or person that they need to read to focus on writing and creativity skills. Also at the end of the third lesson, there are activities to help the students learn how to work together to do activities in creating skits of the era for doing tasks, or creating new skills. When doing assessments it is very important that the students have a textbook to help 2 them study and do their best for the formal and authentic assessments. The lesson plan includes its goals, objectives, National Council for Social Studies Standards, and formal assessment that will be use that provides learning criteria and indicators through traditional or alternative assessment means (Kessler, & Judson,
During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP. One of the most important parts of this unit was the field report, in which we had to describe and analyze teaching practices for students with an IEP. By having us adapt a content standard for the student we observed, we were able to address TPE 9, “Instructional Planning.” TPE 9 in particular deals with differentiated instruction, which is what we specifically observed and wrote
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
|-Name: |Date: | Graded Assignment Voices of an Emerging Nation Unit Test Part 2 This test has two parts. Part 1 is computer-scored, and should be completed online. Part 2 is the questions below, which you will need to turn in to your teacher. You must complete both parts of the test by the due date to receive full credit on this test. All of your answers should be complete sentences and paragraphs.
After reading, evaluating the usefulness of each of the strategies on pages 248-261, choose the most helpful strategies to design your personal system for taking tests. Again, make sure you design this system for a specific class or classes. Be sure to write what the outcome of your actions would most likely be. Write only the strategies/actions you will actually do. A.
Learning how my students think is essential when teaching the gifted. Once I get acquainted, I administrator a pre-posttest to determine their progress so that I can effectively provide individual differential instruction. Common Core State Standards places emphasizes on rigor and relevant. I choose activities that are giving challenges, while enhance student learning. This year, I will have each group to write a code of conduct that they will follow.