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.
In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
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.
These new realizations have been converted into the classrooms to better educate students. The correlation between cognition and learning is reliant, and learning cannot occur without the thought processes such as memory. Behaviors such as language cannot occur without the process of learning. References Huitt, W., & Hummel, J. (1997).
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.
Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training. Followed by Assessment’s and feedback on Overall Evaluations. 4. Review own role and responsibilities in identifying and meeting the needs of learners. Initial assessment is to acknowledge the strength or weakness of each student and thoroughly learning about what is the best approach of learning about the students and the better approach or method of teaching the students, so they are able to understand. Target settings will also apply as a motivation for the students so they are able to understand the actual target’s that are required to be followed.
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.
When we think of learning many things come to mind. We may relate learning with: parents, school, teachers, books, experiences, thoughts, understanding, perspective, acquired knowledge, skills, capabilities, and mental functions of the brain. As we learn something, we realize our behavior changes. We also realize how our environment influences our learning or what we have learned. Our learning may stem from the books we have read, the movies we have seen, the interactions we have with people and the observations we have made.
Class Description: (100-150 words) ------------------------------------------------- This class consists of 28 female students, 2nd graders in high school, and their proficiency in English is high. The strength of this class is their enthusiasm. Since they are fluent in English and are very eager in participating, the atmosphere is upbeat and lively. Their weakness is that they have trouble focusing when it is Period 5 or Period 7. In the former, the students come to class right after lunch and they tend to doze off.
Social Cognitive * Affective learning processes Self regulated learning tends to be influenced by an individual’s emotions, behaviors, and their cognitive processing (Schunk & Zimmerman, 1997). This is a process that will orient the individual in achieving their goals by self generating (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) stated that the self regulated learning process can also be considered as an academic self regulation process which has been studied over the years throughout different classrooms. The students taking the course learn how to use motivation, cognition, and behavior to improve their learning skills. These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997).