ESE 315 WEEK 5 JOURNAL POSITION STATEMENT ESE 315 Week 5 Journal Position Statement, As I read the statement in “Early Childhood Inclusion: A Summary”, I came up with the conclusion of what the creation of a sense of belonging and membership, positive relationships and reaching full potential means when working with all young children and families. First, I would make sure that my classroom environment accommodates all my students and the parents feel comfortable with their child in the environment also. Throughout my teaching career and working with all children and families I have discovered that the best therapy a child can have is from their peers, therefore making the classroom environment as confident and warm as possible has always been a key and success for me. I have always had a classroom where all kids were included and this made all my students more peaceful and kind to one another and vey proud in their work and others as well. Since, I have been thinking of different ways of creating environments, seeing children’s strengths, abilities, and communicating with families during this class, I am going to briefly discuss two things I plan to implant in my professional experience.
Standards-Based Assessments Alice Rienzo CUR 562/ Standards-Based Curriculum and Instruction University of Phoenix Online July 12, 2008 Abstract Standards-based assessment is the primary outcome of standards-based reform. Well-designed tests ensure that all students have the knowledge and skills that they need to succeed at the next level. Multiple sources of assessments are gathered as evidence of authentic learning and student achievement. Grading practices are reviewed and reorganized around the standards. Standards-Based Assessments Standards-based assessment is the primary outcome of standards-based reform.
A paraprofessional is a certified teacher aide assigned to a classroom or specific group of students to assist with learning. Pre-Kindergarten through 8th grade classrooms should be required to be appointed a certified paraprofessional to ensure that all students get the proper educational reinforcement necessary. A certified paraprofessional is able to help any student, in any type of learning situation. Many are placed in classrooms to help students that have learning disabilities. These disabilities can range from dyslexia to autism, to physical disabilities that effect the learning accomplishments of the student.
The type of characteristic and how well it measures is determined. When it comes to validity, the VMI utilizes the construct-related validation. The validation support here requires a demonstration of what it claims to measure. Another statistic to be aware of is the standard error of measurement (SEM). This will report any margin of error within individual testing due to imperfect reliability.
Assignment 1 Understand school Ethos, Mission, Aims and Values. The aim of this essay is to explain the terminology of mission statements, ethos, aims and values with in a school. I will describe how these terms are reflected in a school's every day working practice. I will explain how schools may communicate these ethos, aims, mission statement and values to the staff, parents, and the school community and evaluate the effectiveness of these different communications. 3.1 The difference between each of the terms mission statement, ethos, aims and values can be seen as they are aimed and set by certain groups, such as the governors, parents, pupils and other agencies.
Formative Assessment · Formative assessments are used to com pile an overall picture of a child on their strengths, weaknesses, and areas for improvement in any given curriculum area. This can also apply outside the curriculum area. · These types of assessment are done on a daily basis by both the TA and teacher. · Formative assessment are used by the TA in areas such as FLS, Springboard to assess what the child already knows and what areas the child needs to know and most cases the best possible way of teaching this. This is monitored through observations, completed pieces of work and verbal/ oral conversations with the children.
*Sharing assembly-For the children to shoe what their have been learning. *Open door morning-So parents can let teacher know any thing about the child e.g. may have had a full the day before. 4. Know the laws and codes of practice that affect work in schools.
The goal of FBA, regardless of which methods are used, is to answer certain questions: 1) Under what circumstances is the behavior most/least likely to occur (e.g., when, where, with whom)? 2) What outcomes does the behavior produce (i.e., what does the person get or avoid through his or her behavior)? To answer these questions, the information gathered must be analyzed and summarized. A variety of tools are available for data collection and synthesis. In many cases, an informal or abbreviated approach can lead to reasonable interventions.
I observed and used various types of pupil grouping across the different curriculum areas taught. This aimed to help with differentiation and helped to provide effective learning experiences for all children within my class. At the start of my placement I strongly agreed with ability grouping, this is because type of grouping I remember experiencing at school myself. Therefore, I took this experience into my placement school and also put children in ability groups for most subjects. However, upon reflection I believe some of my practice may have excluded some children from opportunities which may have further developed their learning.
In the question being analyzed, we are meant to find out how to determine the “knowledge that we value”. But what does it mean to value knowledge? Does something have to be true for us to value it? Knowledge is defined as acquaintance or familiarity gained by sight, experience or report. But is this necessarily the same as truth?