Aman Sangha! 3121185111 EDUF 3031: Professional Statement ! The unit of study ‘Positive Approaches to Special Education’ has given me the opportunity to reflect on my practices as a pre-service teacher and how well they incorporate an inclusive approach to education. Although I have not come across children with additional needs in my practicums, inclusion has been an hidden agenda within my goals and practices. Inclusion and inclusive education are quite broad in definition, however with the support of this unit my professional understanding of inclusion has been formed by research and practices such as all student engagement, asking the question how?
'Questioning enables teachers to check learners' understanding. It also benefits learners as it encourages enitgagement and focuses their thinking on key concepts and ideas.' (Kyriacou 1995 in Desforges 1995, pg. 126) I am of the opinion that the idea children should work in mixed ability groups is not always a viable option. I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating.
You would have to rely on the patient giving you the information for it not is socially desirable or have demand characteristics. On the other hand, it is better than individual differences as people may have the same thought patterns and processes. You can only obtain this information by self reports, which would probably give both of those issues; social desirability and demand characteristics. These would affect your results and therefore they would not be reliable or valid. If you were using the cognitive approach you would only get qualitative data which could be a problem as not everyone interprets the same answer in the same way.
Determine the largest number of students that can be placed in a group, showing all work. Type your answer here. Full sentences and doubled spaced. Outline Format for HHT1 B3. Given your answer in B2, determine how many groups will be created from the Algebra I class, providing support (i.e., showing all work or, if you use mental math, explaining your
By presenting verbitamin examples of skills used as evidence I will discuss the effects of the skills in question and discuss how well they may or may not have been executed. Identification of my personal account and feeling’s towards how the session developed and were I would have liked to improve my overall effectiveness throughout. There will be reference to relevant literature giving evidence to support my theories and ideas discussed in the unit. The practise session that is used in conjunction with this reflective essay was a twenty minute
We can refer reliability as being a consistency, stabile and dependable of a results or measurement we got or obtain from an assessment task. In other words as McMillan (2004) stated that it is a result that shows similar performance at different times. When we take into account factors that contribute to the students work not been reliable, we can assume it may be factors such as the health of the child, the general ability of the children and motivation of the child. When marking the recount of the children's work there were many reliable observation that i made that could have affected how reliable my marking was. For instance being aware of my personal bias when it comes to going over a child recount.
In IT class, the most used resources are the computer, overhead projector, handouts, whiteboard/flipchart and voice. To select the resources to be used depends on the session task and objectives. In order to include all learners, the learning styles of the group is considered when planning the session and choosing appropriate resources is essential. These have to be tested, be readable, computerised resources, also knowing the strengths and limitations of specific resources. In planning my lesson, I will envisage learners that did not disclose their additional needs and what extra support they required, in order for the session to be inclusive; some steps will be taken to ensure that learners will still be able to participate.
Comprehension Strategies Essay Landon Hayes Grand Canyon University: EED-525 January 30, 2013 Introduction There are many different comprehension strategies that teachers can use to help facilitate learning in their classroom. For many decades there has been research done that shows comprehension strategy instruction works with a variety of learners. Research has found that teaching comprehension strategies in the classroom has helped students to better understand text. Comprehension strategies can be especially helpful when learning narrative, expository and poetic text. Narrative Text Narrative text are stories that tell “what happened, who did what to whom and why.” (Dymock, p.161, 2007) Research has showed that narrative text is usually easier to understand when the text is well organized using a story grammar.
Uncertainty in response rates and high probability of double entries which will introduce high significant error in the sampling and subsequently impair the quality of data. • Subjectivity in the Interview. These will be mitigated by well-organized questionnaire and the inherent subjectivity or Biasness can be mitigated by well –structured training for the data collectors and respondent by using a standardized interview protocol. In addition, technology and solid program can be used to mitigate this. Examples of such are computer-assisted survey information collection (CASIC) which brings onboard higher data quality , privacy of the respondent and error elimination during data processing.
Basing on research of Brody & Benbow (1987) and Stanley (1985), Heward (1996) indicated: “Programs that allow gifted students to accelerate their academic program have been highly successful in terms of academic achievements, extracurricular activities and social and emotional adjustment” (p.482). Beside acceleration, curriculum compacting is also an effective method to engage talented children in learning activities. It aims at focusing on important content in required curriculum, removing superfluous information and substituting appropriate materials (Heward, 1996). According to studies of Renzulli, Smith and Reis (as cited in Haring & McCormick, 1974), curriculum compacting guarantees that the