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.
Teachers need direction in order to meet academic proficiencies and to keep student’s interest (Laureate Education, Inc., 2010). After exploring several learning theories and strategies, my own teaching practices are most often modeled by several strategies and learning theories. The Constructivism Theory resonates in some of the techniques I am using in the classroom. Reflecting on student activities and the design my lessons ; I find students are most often engaged in learning activities that are student driven and lead to students constructing their own conclusions. Student often work at stations and learn through team building and planned movement.
What I understand by ‘teaching for learning’ is that as a pre-service teacher we need to learn about teaching well at the same time also achieve confidence and competence in the students learning which than leads to teachers identifying their own purpose and values which supports their practice and professional approach. 2. List the four components of Praxis Inquiry and provide one activity that you might engage in for each of these. The four components of Praxis Inquiry are: - Describe Practice: This component involves describing heats happening in the classroom and in order to achieve this would be asking question such as What do learning and teaching look like in my classroom? - Interpret/explain practice: This component involves educators sharing and interpreting of quantitative and qualitative analysis which involves me talking and analysing my descriptions of my practice with other teachers.
During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP. One of the most important parts of this unit was the field report, in which we had to describe and analyze teaching practices for students with an IEP. By having us adapt a content standard for the student we observed, we were able to address TPE 9, “Instructional Planning.” TPE 9 in particular deals with differentiated instruction, which is what we specifically observed and wrote
Sherri Millikan August 25, 2011 EDU 215 Education Foundations and Framework Instructor Donna Graham My Personal Educational Philosophy Every educator should consider the values and principles when it comes to ones personal philosophy. The educator personal philosophy should reflect the overall development of the students along with the educator theories and philosophies. Guiding the students towards a successful life has become a crucial element. Teaching instruction and adaptation of the school curriculum has determined several educational philosophies such as progressivism, behaviorism, idealism, perennialism, experimentalism, realism, essentialism, and existentialism. An educator who caters to the students through
Assessment for learning should focus on how students learn The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'. Assessment for learning should be recognised as central to classroom practice Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved.
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.
Bandura’s Social Learning Theory, (1977) has been a key element influencing thinking regarding Child Development. This paper will explore the theory and critically analyse the work carried out by Albert Bandura. In order to do this I will draw on the writing of Bandura and consider the views of others, including Thornton (2008), Keenan and Evans (2009). I will look at the implications of the theory in the Every Child Matters Practise Guidance document issued by the Department of Education and Skills (DFES) in 2007. Consideration will then be given to whether evidence can be found to support the theory in an observation carried out in a reception classroom or from an interview with the foundation stage co-ordinator for the school.
Another role is to evaluate the tutor's own teaching and revise learning plans if necessary. In terms of boundaries, the tutor should receive an introduction at the place of work and with that some outlines within the organisation's expectations in regards to role and responsibilities of a tutor as well as a feel of the organisation's ethos. It is however important to know how far to take the role of tutor and when is appropriate to refer a student to a different professional or bodies like the learning support team for diversity or disabilities issues. A tutor must remember to act within the syllabus and in relation with what he or she is teaching and not beyond the course, maintaining either professional as well as personal boundaries and always keeping in mind confidentiality, following the requirement expected within the
Using material from item A and elsewhere assess the view that the education system exists mainly to select and prepare young people for their future work roles. The education system is the social institution in which children are taught formal knowledge, which includes reading, writing and arithmetic, and also they are taught the norms, values and morals of society. The education system plays a vital role in wider society as it prepares young people and equips them with everything they need to become fully functioning members of wider society. One way to select and prepare pupils for their future work roles is by selecting and allocating pupils of education a role in society, as mention in item A: “it also selects and allocates them to their future work roles” this means that social inequality is justified because of the Hierarchal system in society – someone is on top as the head and someone has to be at the bottom as taking orders and obeying to the head. This ideology is said to be derived from having a society based on meritocratic principles where everyone has an equal opportunity that is provided to them in education and then in the workplace.