Certificate & Post Graduate Certificate in Education Module DFA 7130 Assignment One: Initial Teaching Assignment January 2013 Table of Contents Section One - Context and Principles * My current teaching role * Creating and maintaining a safe, supportive and motivated learning environment * Identifying Learning and Teaching strategies * Types and methods of Assessment which are appropriate * Outlined aims of learning session Section Two - Prepare and Deliver a Learning Session * Lesson Plan * Power Point * Activities * Hand out Section Three - Reflection and Feedback on the Learning Session * Reflection * Tutor feedback * Peer feedback Section Four - Bibliography * References Context and Principles My current teaching role I am employed at Wakefield College, as a Lecturer within the Construction department. I am responsible for the delivery of both theory and practical sessions for City & Guilds Level 2 Brickwork for fulltime learners and apprentices and Level 3 Brickwork for fulltime learners. I also teach Btec courses involving trowel related elements of the diploma combined construction qualification. The Level 2 Brickwork diploma fulltime learners attend around 13 hours per week spread over 3 days covering both theory and practical. The apprentices however only attend 1 day a week, as they have an employer through either City & Guilds or the Wakefield apprenticeship department.
Running Head: USING GAMIFICATION TO TEACH 1 Using Gamification to Teach an Introductory Ethics Course Maria L. MacMeekin A Capstone Presented to the Teachers College Faculty of Western Governors University in Partial Fulfillment of the Requirements for the Degree Master of Science, Curriculum and Instruction Student Mentor: Liz Moenich Capstone Facilitator: Dr. Don Rainwater USING GAMIFICATION TO TEACH Abstract An Ethical Island is an introductory ethics course designed on gamification mechanics to both increase ethical attitude and aptitude. The course was studied to answer the following two research questions, 1) What effect does The Ethical Island course have on changes in ethical aptitude
Diana Grande Response Paper Okagaki & Sternburg’s Ideas Develop, Cognition, & Learning Dr. Templeton 10/22/2012 In “Putting the Distance into Student’s Hands: Practical Intelligence for School” by Lynn Okagaki and Robert J. Sternburg, the two authors discuss a new age idea for teaching in America’s schools, especially public schools. The two of them worked with Howard Gardner on a curriculum the three of them want to implement in junior high and high schools. This curriculum consists of many theories the three of them have come up with, like Gardner’s theory of multiple intelligences, Sternburg’s triarchic theory, also with sub theories. Okagaki, Gardner, and Sternburg’s theories contribute well to the curriculum the three of them would like to implement and it would help improve learning greatly by teaching students to take control of their own learning, learn tacit knowledge, and improve in studying and test-taking. Okagaki and Sternburg’s ideas discuss something called tacit knowledge.
Unit 301 understanding the principles and practices of assessment Assessment methods in my role There are two main types of assessment, Norm and Criterion. Norm referenced assessment judges a learner against a benchmark level this can be national or local. The type of assessment that I use in my current role at Stourbridge college is Criterion assessment, this judges a learner against a set of criteria and states how competent the learner is compared to that criteria and current standards. There are various assessment methods which fall into either of two categories, direct or indirect. Direct assessment occurs when the evidence is provided by the learner and indirect when the evidence provided is about the leaner from other sources.
The first phase is to review the curriculum and conduct a review of materials. The second phase is to write the curriculum with changes, if necessary, and select materials. The next three phases involve implementing extensive professional development and analyzing data. The curriculum is evaluated based on data and best practices in the final phase. The purpose of the curriculum is to ensure that all students achieve a level of academic excellence (Oxford Area, 2008).
He is receiving additional support in and outside the classroom for this, including study support, assistive technology support and training. The group enrolled onto the programme through several distinct pathways. This range of pathways mirrors the vast array of abilities within the group, their educational experiences and levels of maturity. Reference will be made to the three learning theories embedded within the Lesson plans provided. The three main schools of thought described throughout are Behaviorism, Cognitivist and Humanism.
Philosophy of Education This field deals with how children should be educated, what they should be educated in, and what the ultimate purpose of education should be for society. This is an often neglected field of philosophy and is often addressed only be in educational programs designed to train teachers - in that context, it is a part of pedagogy, which is learning how to teach. Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education. As an academic field, philosophy of education is "the philosophical study of education and its problems...its central subject matter is education, and its methods. The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education.
(Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”. Child-centered is means that enables children to follow their interests and fascinations. That is spontaneous learning method that they can learn about practical information and a theoretical framework through the process of developing a project in group. This learning-method leading developmental objectives: physical, cognitive and language, affective and social and aesthetic development (Guide to the Pre-primary Curriculum,2006, p.17). Phases 1: Beginning a project Children are leading learners but no only received information.
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
Theories of learning: behaviourist, gestalt, cognitive, humanistic LO2 Understand the impact of learning styles on learning by individuals. 2.1 Explain different factors that can influence the effectiveness of learning. Influences: motivation, environment, culture, communication, past experience 2.2 Explain concepts of learning style. Learning style: visual, aural, tactile, kinaesthetic; activist, reflector, pragmatist, theorist. 2.3 Assess own preferred learning style.