Marking and assessing students work and progress. The 5 stages of the teacher/training cycle which identify the roles and responsibilities in education and training, are as follows: • Identify The aim at this stage is to assess and review. The primary responsibility of the teacher should be to determine what are the exact aims and objectives and the expected level of achievement required for the course that the teacher is hoping to teach. It will then require the teacher to examine the results of the initial assessment so that it is clear as to what amount of support the learners might need and to also be able to identify the level of prior knowledge and competence of the learners. This will ensure that every student has the highest possible chance of success.
I would need to know if I will be working on a 1:1 basis or with a group so I can plan accordingly. During the lesson I would be constantly monitoring each student that I am working with to ensure participation and understanding in the tasks set. I would be aware of the desired learning outcome and would be asking questions such as “what have you learnt today?” or “can you tell me one thing you now know after the lesson that you didn’t know before?” After the lesson I would discuss with the teacher what progress has been made and the level of the students engaging and what if anything the students have found particularly easy or difficult. On a termly basis I would feed back any issues that I have found with the students I have worked with, this is done in a meeting form so alternative provisions can be made if
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
Planning - the teacher will ask her staff to look over her planning and to give an opinion on it, if the staff feel there could be any improvements then they will tell the teacher. Delivery - we would make sure all the equipment needed for the lesson is all ready for when the pupils come to do the lesson. The teacher may ask for one member of staff to work 1-1 with a pupil to keep them on task, and the rest of the staff to support the other pupils. We would take our lead from the teacher and listen to what she wants us to do. Review - we would review the lesson at the end of the day and talk about what we thought went well and what we thought could do with improving.
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.
Formative assessments are done to track a learner’s progression throughout their qualification. It also helps the assessor determine any areas of weakness that might need extra attention. Summative assessments will then be done when the learner is ready. When the summative assessment has been completed successfully, it will be recorded and used as evidence to make up their final qualification. Assessments are recorded and used as evidence of skill
First step is identifying the tasks, skill, knowledge and who will be trained. Once these steps are in place the training process will begin with techniques and technology and the support from upper management and the learning process. Learning: Theories Walgreens has identified the strategy and the need of the company we have to identify the need of the employee though the learning process. Everybody learn with different aspect of the learning processes called learning Theories. There are five different types of learning, so an organization has to have a plan in place for each of the categories that include verbal information, intellectual skills, motor skills, attitude, and cognitive strategies.
As outlined below, some assignments in the course are designed to assist you in creating your final project. If you complete your course activities and use the feedback provided by the instructor, you will be on the right track to successfully complete your project. * Suggested in Week One: Construct a checklist of at least seven reasons why customers become difficult when communicating technical problems. * Suggested in Week Two: Choose three of these common behaviors and address how you would resolve each using the following concepts: consumer emotions, ownership strategies, self-control strategies, adaptation, mistaken customers, and problem customers. * Suggested in Week Three: Brainstorm ways to resolve your support issues using the given strategies.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.