It may also highlight underlying difficulties such as dyslexia or learning difficulties. The Teacher may feel it is necessary to report the concerns to the Special Educational Needs Co-ordinator (SENCo) as further intervention could be required. The SENCo and teacher may then meet with the parents to discuss the concerns and agree the action they want to take. The school and parents may agree an Individual Educational Plan (IEP) which will set out targets to help the child progress. If, following assessment of this intervention, further help is needed; it may be decided to refer the child for an assessment by the Education Psychologist who can provide advice to the school on strategies to help the child.
Unit 307 (1.5) Explain how assessment for learning can contribute to planning for the future learning carried out by :- (a) the teacher Teachers should think about the strategies they use when pupils carry out formal assessed tasks. (Consider baseline assessment at the start of a topic to assess prior knowledge. If assessment shows lack of understanding, stop and address how to overcome understanding) Teachers must think about and plan their questions carefully. Feedback from pupils enables the teacher to assess whether the pupils completely understand what they have been learning. Teachers can analyse performance using tests or questioning the pupils after completing an activity.
This data is then mined for implications - did the lesson work? Did the students learn the skill we wanted them to learn? Did the lesson cover material the students already knew? How can we improve the lesson next time? School Counselor Performance Standards The ASCA model clearly spells out standards for school counselors.
Different people adjust to different strategies. Most people adjust to more than one strategy. We just need to identify which ones through assessment. How the Awareness of Learning Strategies Influence Teaching and Learning It is important for teachers to understand what a student is going through in their process of learning new information. If you know the learning style of the student, it is easier to convey the message you are trying to convey.
Critical thinking allows us the chance to place importance and meaning on our past and current situations; while at the same time, shaping, molding, and directing the outcomes of our future by influencing our choices and decisions that we will make. Critical thinking “provides the tools of mind you need to think through any and everything that requires thoughts. . . “(R. Paul & L. Elder 2006) The Aspects of Critical Thinking In addition to our ordinary level of thinking which involves making decisions and choices that can contain the whole spectrum of thoughts based on rational/irrational behaviors, urges, and assumption; Critical thinking requires that thinking be analyzed and assessed.
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care
cognitive behavior essay Cognitive Behavioral Intervention Approach Charles Fryar Grand Canyon University Cognitive Behavioral Intervention Approach The Cognitive Behavioral Intervention Approach relies on some of the same principles of behavior modification. The CBI approach calls for students are to conduct a healthy portion of self-evaluation, self-monitoring, and observation. In this essay we will discuss the models, procedures, effects, and limitations of the cognitive behavioral approach with relationship to children with emotional and behavior disorders (EBD). Procedures used in the approach such, as anger control training, alternate response training, self- instructional training, verbal mediation, and self-management will be included. Components for instance emotions, thoughts, and behavior will be discussed on how they interrelate to the approach.
These new realizations have been converted into the classrooms to better educate students. The correlation between cognition and learning is reliant, and learning cannot occur without the thought processes such as memory. Behaviors such as language cannot occur without the process of learning. References Huitt, W., & Hummel, J. (1997).
Distance learning creates unique challenges. Understanding one’s own intelligence type enables the student to create study plans that will best suit individual needs. In addition understanding intelligence types allows a student to recognize weakness in other areas, and formulate a plan for increasing ability in those types. The same can be said for personality types. Identifying what type of personality is present enables students develop study plans that are best suited for success.
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.