The first phase is to review the curriculum and conduct a review of materials. The second phase is to write the curriculum with changes, if necessary, and select materials. The next three phases involve implementing extensive professional development and analyzing data. The curriculum is evaluated based on data and best practices in the final phase. The purpose of the curriculum is to ensure that all students achieve a level of academic excellence (Oxford Area, 2008).
DTLLS - Assignment Front Sheet | Learner name | ------------------------------------------------- Assessor name | | | Date issued | Completion date | Submitted on | | | | Qualification | Unit number and title | Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF) | 22 Roles, Responsibilities and Relationships in Lifelong Learning | | | Assignment title | | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | Criteria reference | To achieve the criteria the evidence must show that the student is able to: | | Task no. | | Evidence page no | 1.1 | Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities | | 1 | | | 1.2 | Analyse own responsibilities for promoting equality and valuing diversity | | 1 | | | 1.3 | Evaluate own role and responsibilities in lifelong learning | | 1 | | | 1.4 | Review own role and responsibilities in identifying and meeting the needs of learners | | 1 | | | 2.1 | Analyse the boundaries between the teaching role and other professional roles | | 2 | | | 2.2 | Review points of referral to meet the needs of learners | | 2 | | | 2.3 | Evaluate own responsibilities in relation to other professionals | | 2 | | | 3.1 | Explain how to establish and maintain a safe and supportivelearning environment | | 3 | | | 3.2 | Explain how to promote appropriate behaviour and respect for others | | 3 | | | Learner declaration | I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Learner signature: Date: | Assessor's comments | Qualification | Edexcel Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF)
| | | TERMINAL COURSE OBJECTIVES | SELF-ASSESSMENT | ACTION STEPS | 4. Given selected readings, use context clues to analyze and define difficult words according to affixes, synonyms, antonyms, and roots, and produce a list of definitions for the words | | | 5. Given an article, essay, or reading selection from a textbook, apply active reading strategies such as predicting, visualizing, and questioning to establish meaning and identify the main ideas of the selection. | | |
The syllabus identifies how knowledge and understandings, skills, values and attitudes interact and form relationships and gather perspectives from students. Through analyzing the syllabus it is evident to construct information by using the pages 5-14 including introduction rationale, aim and objectives and overview of learning in Human Society and its Environment and can determine whether the model is achievable, whether it gives direction and meaning. By using the sections of the syllabus pages 5-14 knowledge needs to be gained to see if the sections support each other or if one section appears to have a greater importance than another. A response is formed by using pages 5-14 of the Human Society and its Environment K-6 syllabus. Page five of the HSIE syllabus is the introduction where the key learning areas are introduced.
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
In his book, Gagne (1965) described the analysis of learning objectives, and how these different classes of learning objectives relate to the appropriate instructional designs. Gagné assumed that there are different types of learning outcomes, each of which is best achieved through its specific instructional design, but also that there is a set of steps required in every learning environment (sometimes also known as the Gagné Assumption). Gagne (1985), distinguishes between two types of conditions, internal and external. The internal conditions can be described as "states" and include attention, motivation and recall. The external conditions can be thought of as factors surrounding one's behavior, and include the arrangement and timing of stimulus events.
It includes: - Chapters examining the ways in which textbooks present the four basic skills of reading, writing, listening, and speaking. - Examples from a wide range of textbooks accompanied by detailed lesson plans which show you how to adapt any material to suit your students. - Suggestions for general techniques and activities which you can use to supplement your textbook and improve the quality of your daily teaching. - Helpful summaries at the end of chapters for quick reference. - Questions and activities which will help you to use new ideas successfully in your own classroom with your own students.
The two most common identified forms of formative assessment are ‘planned and interactive assessment’; these are viewed as a whole class before or after a lesson and ‘interactive formative assessment’ is done individually during the teaching process. Planned formative assessment according to (Cowie and Bell 1999) is a process which looks to elicit and interpret information pertaining to students existing understandings and act upon these to build new
The overall aim of the assignment is to highlight various theoretical standpoints on learning and first and second language acquisition and the highlight the links between them. Definition of Terms For the purpose of this assignment, the term young learners will be taken to mean children between the ages of 6 to 11 years old. Stern and Weinrib (as cited by Rixon, 1992) describe this age group as ‘younger children in primary school’. The definition of learning in this assignment will refer to the definition provided by Brown (2000) which is ‘acquiring or getting knowledge of a subject or skill by study, experience or instruction’. Development will be taken to mean ‘real-time learning that is affected by language processing abilities (Ellis, 1985).
In the assessment process, learners’ domain knowledge acquisition, skills development, and achieved outcomes are taken into account. In addition to these, it is underlined that reflection, inquiring, and sentiments are significant for computer based educational systems. In the ninth chapter, a coherence analyzer is designed to be used in an Intelligent Tutoring System. With this kind of work, learners evaluate their drafts early, and facilitate the reviewing process of the academic advisor. The tenth chapter offers an approach to create test automatically.