One of the key responsibilities I feel for a teacher is to provide information, wisdom. In order to share their knowledge and understanding of a subject or topic a teacher needs to have a deep understanding of the topic that they are teaching. However alongside this a teacher should not claim to know it all, and be willing to learn from their students. ‘Knowledge may be seen as a level of awareness, consciousness or familiarity gained by experience, learning or thinking.’ (Jarvis 1987). It is important that the teacher appreciate any input from their students, whether the answer is correct or not.
Students will be required to study the text and to develop the ability to prepare and construct a response to the text, using appropriate language in their discussion. Students should be able to identify and discuss key aspects of the set text, including how the writer constructs meaning and the ways in which social and cultural values are conveyed. Area of Study 2 Creating and presenting Students will be expected to read a range of texts relevant to the theme ‘Conflict’, including the play ‘The Crucible’, songs of Paul Kelly and the film, ’Kite Runner’. Drawing on the knowledge gained from these texts, they will create written texts. Area of Study 3 Using language to persuade The focus of this area is on the use of language in the presentation of a point of view.
• Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence. • Assessment discussion and feedback - an explanation to my students, a breakdown of their achievements and feedback. • Reviewing their progress - an overview, update and amend if necessary, until my students have full understand of the lesson. During this process, progress is recorded throughout all aspects of the assessment cycle. 1 UNIT 012 Principles of assessment in lifelong learning Furthermore the assessment could be formal (with constraints and validation of knowledge) or informal (any time by oral questions to know how much learning is taking place) depending on area being assessed.
This is the process operating when the tutor explains the assignment. • Depending on student's previous experiences and expectations, their perceptual filters will interfere with the message that they receive. • Both the tutor's verbal and non-verbal communication – in particular, aspects of paralanguage such as emphasis – will communicate which bits of the instructions are most important. Verbal communication varies in its accessibility for students, as they may have different levels of understanding of the instructions (especially if English is not their first language). Non-verbal language may support or contradict verbal messages.
What changes would you make to resolve these issues? How could the definitions be more distinct? Use the reading assignments as a resource to support your answers. 3. Compare and contrast the reading assignments for this module with the above discussions and summarize the difficulty of categorizing the definitions for, and the challenges of, working with students with EBD.
During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP. One of the most important parts of this unit was the field report, in which we had to describe and analyze teaching practices for students with an IEP. By having us adapt a content standard for the student we observed, we were able to address TPE 9, “Instructional Planning.” TPE 9 in particular deals with differentiated instruction, which is what we specifically observed and wrote
Title: Belonging | Concept: to belong, or not to belong | Language Modes: speaking, reading, writing, listening, viewing, ICT | Outcomes: | | | 2. A student demonstrates understanding of the relationships among texts. 5. A student analyses the effect of technology and medium on meaning 6. A student engages with the details of text in order to respond critically and personally.
But the growing interest in learner centredness indicates a new and emerging valuing of diversity and difference, which also links with the points I made about networking. 3 Reflective practice and teacher learning This is about teachers questioning and exploring their own practice of teaching. It is a sort of systematic curiosity about going beyond the edges of what we know and do, to find out how we could do things differently or better. Of particular interest are questions like 'Is there a discrepancy between what I say I do and what I actually do?' Action research might guide us to try to become more aware of our own beliefs and how they frame the way we teach and think about teaching.
The learner can then see what they need to develop further before summative takes place. • Summative assessment in assessing learner achievement This takes place at the end of an assessment to indicate whether the learner has gained enough knowledge and performance skill throughout their assessment. This usually leads to a pass or fail situation but helps to confirm the learner has met the required criteria and competent in their work of assessment. 1.2 QUESTION 2 Define / describe the key concepts and principles of assessment • assessment as a process of making judgements of learners' knowledge, skills and competence against criteria _ To assess learner’s knowledge oral questions should be asked alongside discussions between the learner and the assessor. Projects could be given to learners to assess whether learning has taken
The view of learning as restructuring and replacing old beliefs implies that transition involves unlearning as much as it does learning. A further hypothesis suggests that instruction may need to recapitulate transitions in the history of science to help learners transit from their own naive theories. Conceptual recapitulation refers to a means of remediating learning problems by retracing instructionally what should have been naturally occurring developmental stages for an individual (Case, Sandieson, & Dennis, 1986). But it might fit the historical recapitulation hypothesis as well. There also seem to be qualitative shifts in the mental models needed by learners to understand more complex systems, for example, in such domains as electricity (Frederiksen & White, in press).