As a teaching assistant I have to ensure that the appropriate resources are available, also with working with SEN students as appropriate, I need to ensure that there is differential work available as all work set in lessons is usually to a generic standard. I would achieve this by prior discussion with the teacher that will be delivering the lesson. It is my job to know which students need supporting in different areas of the work, for example numeracy or literacy support. I can achieve this by using an in house computer system to research each individual student I would be working with. I would need to know if I will be working on a 1:1 basis or with a group so I can plan accordingly.
These are differences in understanding, perception, attitudes, or preferred action. Yet one of the key advantages of working in groups and teams is the opportunity to capitalize on the multiple perspectives that group and team members have (Beebe & Masterson, 2006). An examination of the faculty profiles provided me with an indication that although there are some teachers with innovative ideas, many teachers carry a groupthink mentality. Groupthink is described as a means of deliberating what group members use when their desire for unanimity overrides their motivation to assess all available plans of action (West & Turner, 2004). Some student profiles created by faculty members contain information that could be called into question because of biases and stereotyping.
Multimodal: Learners might prefer a particular mode or a dominant mode; multiple modes are frequently used in learning situations. The VARK test lists four scores, which compare the way a person applies the VARK learning modalities in their learning
It, too, has its roots in Vygotsky, Dewey, and the other social learning theorist. The basic idea is that there is a conclusion to a problem presented to the students and they are to discover if that solution is viable. There are several variations on inquiry-based learning (Banchi & Bell, 2008). Banchi and Bell, 2008, suggest that there are four levels of inquiry. These include confirmation inquiry, structured inquiry, guided inquiry, and open inquiry.
Learning Paper PSYCH/550 October 14 2013 Dr. Hickman Learning Paper Every individual throughout the world learns in different ways. Individuals may learn by reading, hands-on, or being shown. Everyone learns something new every day no matter if they try to or not. This paper will try and explain the concept of learning and how it is distinguished with performance along with comparing and contrasting the approaches to the study of learning. Describe the Concept of Learning When we talk about learning in relations to a normal functioning individual, as opposed to a developmentally challenged individual, the principles or the concepts of learning will still be the same.
Customized Learning Theory: Differentiated Instruction and Inclusion in the Classrooms Katie Wood Liberty University “Let the wise hear and increase in learning, and the one who understands obtains guidance,” (Proverbs 1:5, ESV). This is a powerful statement from God’s Word that should guide the role teachers play in their classrooms. “Good teachers know their subject matter and have mastered pedagogical skills,” (Slavin, 2009, p 24). Teachers who are willing to base their lessons off of research, in order to learn, will understand what it truly means to guide their students in the right direction. However, teachers cannot guide if they do not understand their students and how the students interpret learning in the classroom.
Differentiated Instruction Shirley P. Davis AET/525 September 23, 2013 Dr. L.M. Portugal Differentiated Instruction Differentiated instruction is a method of teaching in which the instructor offers multiple approaches to meet the diverse needs of each learner in a classroom in order to unlock the highest potential of the individuals. Differentiated instruction helps instructors assure the success of diversified learners “by taking diverse student factors into account when planning and delivering instruction” (Willoughby, n.d.). The instructional module on “Mapping out Close Reading” originally addressed to language arts teachers, is differentiated to address a diverse audience with multiple backgrounds and learning levels. Two modifications have been made to accommodate diverse learners in each of the following areas: content, instructional strategies, the end product, and the environment.
His main preference was for a kinaesthetic approach whilst also utilising aspects of verbal and auditory styles. This I felt was appropriate for the placement and I saw my role as mentor as being the facilitator of stimulating learning experiences. To effectively do this I was required to develop my understanding of the wide variety of teaching skills and learning theories to enable Sidney to gain the best form his time with me. There are many papers and books about the way people learn and how they are taught. Reece and Walker (2003) describe five main schools of thought regarding learning, Behaviourism, Neo Behaviourism, Cognitive, Humanistic and Gestalt Theory.
During my years in school, I can still remember a teacher who influenced not just me, but a lot of other learners too. This teacher can be described as flamboyant, intelligent, and could steer a class into a direction of learning without us even knowing it. According to the P.A.D diagram clearly shows three states, which a teacher can follow to be a great facilitator. Passion can be described as an emotion, of feeling very strongly about a subject or person. To be passionate about the subject, the subject of teaching is to be knowledgeable in your subject.
I believe when students are aware of the objectives, they will be able to understand the direction of a lesson and work with you in achieving those learning experiences. My planning included a power point presentation outlining the essential information in the lesson to provide students with a pictorial representation of the major points in the lesson and how those points are related to each other. There were four (4) elements in the lesson body to be covered, in which I decided upon to use student centred approached. The closure into the lesson included a few minutes at the end of the lesson during which I decided to evaluate if learning took place by provide opportunities for students to summarize some of the significant points of the lesson. Evaluation of the