In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). Indirect means that the learner acquires a behaviour indirectly by transforming, or constructing, the stimulus material into meaningful response or behaviour that differs from both (1) the content being used to present the learning and (2) any previous response given by the student -best to use when teaching concepts, abstractions, or patterns -best to use when the learning process is inquiry-based, the result is discovery, and the learning context is a problem. -Student-centred (student is an interactive participant)-teacher is facilitator. -uses all parts of Bloom’s taxonomy including Analysis, Synthesis, and Evaluation -indirect instruction involves: organizing content, inductive and deductive reasoning, examples and non-examples, student experiences, questions, student’s self-evaluation, and group discussion.
It means that students can take responsibility for some of their own progression. Students can ask themselves what am I learning and how can I do it better. Giving students constructive feedback will allow them to recognise how they can progress and achieve the next step in their learning. Having confidence that all students can improve. Both the teacher and student are involved in the reviewing process and can reflect on the assessment information.
If lessons are catered to the children in your class it is more likely to captivate them and be more fun because it’s based on their interests and makes learning easier. This could be in a form of playing games, group discussions or independent work to stimulate lesson and make them more interesting. . Identify and obtain the information required to support learning activities.5 1.5 Information required to support learning activities includes: * Relevant school curriculum and age-related expectations of pupils * The teaching and learning resources required * Own role in supporting learning activities * And additional needs of the children involved. Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at.
Jenny Brickell CHCDIS405A Facilitate skills development and maintenance. Activity 1 1. They include: Advocates Behaviour consultants Carers Disability Support workers Education Psychologists Occupation therapists Teachers Outreach workers 2. Identify learning opportunities Recognise the person’s strengths and competencies Create options for people to develop strengths and competencies 3. Summative assessment: Is usually used at the end of a formal learning course to be able to a give a course mark (grading) Formative assessment: Also called an educative assessment used to aid learning in an educational setting.
[…] An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. Such assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs. (p. 8) In this
These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997). The performance of these students ultimately results in their performance that would otherwise be considered less adaptive through their counterparts (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) reported that the social cognitive theory of self regulation is extremely useful in finding how students are able to succeed throughout their education. According to Schunk and Zimmerman (1997), “the social cognitive models distinguish themselves from a purely cognitive theory and they focuses on the interrelationship among learners... their beliefs use self generated learning strategies” (Schunk & Zimmerman, 1997). The social cognitive model is one that is places emphasis on explaining how the individual’s personal behaviors and beliefs are influenced by the individuals learning environment (Schunk & Zimmerman, 1997).
Keeping records is a very important reflexive tool for both teachers and learners in the educational setting. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. Records indicate whether pupils have learnt what has been taught and are making sufficient progress with the course; who needs more help or is ready for more extensive work by assessing better or worse progress than expected; and whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where teaching needs to be strengthened. Attendance data taken on a close protection course gives an idea of where students may fall behind with learning outcomes through non attendance. Identifying non attendance could indicate a problem external to the teaching setting which may benefit from referral to other professionals or could point to students’ dissatisfaction with the teaching style which could be addressed by reassessing the teaching methods used in order to promote more inclusive practice.
In this sense, academic success and performance will benefit and promote the students, the teachers/educators, and also the educational system. Learning is defined as the acquisition of knowledge through practice and experiences. Just as students differ, so does the way they learn. Some students learn by action or doing, some learn by observing, some learn by studying, while some learn by practice. Honey and Mumford identified these as ‘activists’, ‘reflectors’, ‘theorists’ and ‘pragmatists’.
ENABLING AND ASSESSING LEARNING The importance of assessment Assessment in their numerous forms are vital elements in the learning process. Assessment is typically used to obtain information and used appropriately, the variety of assessment methods and tools will identify the level at which the learner is starting out on their educational journey. They support the teacher in evaluating teaching methods and help in identifying that learning has taken place. Meaningful assessment tools also recognise gaps in learning to enable adaptation in materials to better meet the needs of the student. The different forms of assessment lend themselves to supporting this process.
Nowadays teachers should be conscious of how students learn so as to create and develop their teaching strategy and learning actions. Because the way which teachers use has a straight effect on individual's learning and understanding. Those data's objectives is to motivate students to begin thinking about learning and find out the way they prefer and they can understand. We can classify the approaches to learning in to two types: surface learning and deep learning. Each person's thinking effect on which way they choose.