Constructive feedback is a way to increase self-awareness, offers options and encourages the learners development, this is a very important part of the teachers role and must be given with tact and encouragement to progress the learner. Constructive feedback does not mean giving positive feedback only. Negative feedback, if given skilfully, can be very important and useful. Destructive feedback is negative feedback which is given in an unskilled way. It can leave the participant feeling bad with seemingly no way forward.
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
The learning key for the LP is to give specific, clear instructions, clear expectations and support. The LP wants more than theory. They like concrete examples and a track to run on. The LP may be a little apprehensive in a group learning sessions that require interactive behavior. The discomfort felt can affect knowledge acquisition.
1. Explain the purpose of the following types of assessment in learning and development • Initial Assessment • Formative Assessment • Summative Assessment Formative Assessment Initial assessment provides the information needed to plan an individual’s learning and improve their chances of learning effectively. Without it, there are only assumptions. It’s always possible to make some predictions about learners from an application form or selection test, but it’s an insecure basis for planning. Learners themselves bring assumptions about learning based on the past, and some of these may get in the way of looking ahead to a new way of learning.
Some great lessons can be learned from understanding not just what is in the book, but what it is that makes the book successful, despite its shortcomings. The book's strengths are the many useful and appropriate suggestions for how to develop the experience, knowledge, and credentials to attract a shot at developing a career you
'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.
The second principle is: “Peoples interpretations of their experiences influence the specific things they learn from those experiences”. People may misinterpret certain experiences, and may not be able to truly learn the lesson they are being taught. The third principle is: “New learning builds upon prior learning.” This principle implies that to learn you must begin with the basic and work up to things that are complex. The forth principle is: “Motivation affects what and how much people learn.” Theorist says that you must give people a reason to want to learn, because lack of interest will result in no learning. The fifth principle is: “The consequences that follow people’s behaviors affect their future learning and behavior.” In this principle, “consequences” doesn’t necessarily mean a form of punishment, it may mean constructive criticism.
Running Head: SOURCES OF MOTIVATION PAPER Sources of Motivation Paper PSY 355 date University of Phoenix Sources of Motivation Paper When defining motivation, there are several definitions. Every person may have their own meaning of what motivation means to them. Motivation can be described as a trait that one needs in order to achieve something in life. There are many things that prompt individuals to behave in certain ways. There are also many different theories that revolve around how and why a person is motivated to behave in such ways.
These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997). The performance of these students ultimately results in their performance that would otherwise be considered less adaptive through their counterparts (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) reported that the social cognitive theory of self regulation is extremely useful in finding how students are able to succeed throughout their education. According to Schunk and Zimmerman (1997), “the social cognitive models distinguish themselves from a purely cognitive theory and they focuses on the interrelationship among learners... their beliefs use self generated learning strategies” (Schunk & Zimmerman, 1997). The social cognitive model is one that is places emphasis on explaining how the individual’s personal behaviors and beliefs are influenced by the individuals learning environment (Schunk & Zimmerman, 1997).
A goal is what a person is trying to accomplish (DuBrin, 2004). In order to direct ourselves we set goals that are clear and understandable, challenging, and achievable. Feedback is an important element in goal setting. We need feedback so we can determine whether we are succeeding or whether we need to change our goals and/or direction. We find feedback very encouraging and motivating.