Cheng, W. & Warren, M. (2000) Making a difference: using peers to assess individual students’ contributions to a group project. Teaching in Higher Education, (5) 2, pp. 243-255 Corey, G., Corey, M., & Haynes, R. (2014). Groups in action: Evolution and challenges (2nd ed.). Belmont, CA: Brooks/Cole.
Journal of Counseling & Development, 71, 330-335. * Hendrix, D. H. (1991). Ethics and intrafamily confidentiality in counseling with children, Journal of Mental Health Counseling, 13, 323-333. * Remley, T. P. (1985). The law and ethical practices in elementary and middle schools.
Pilling, S., Bebbington, P., Kuipers, E., Garety, P., Geddes, J., Orbach, G., & Morgan, C. (2002). Psychological treatments in schizophrenia: I. meta-analysis of family intervention and cognitive behaviour therapy. Psychological Medicine, 32, 763- 782. Strachan, A. M. (1986). Family Intervention for the rehabilitation of schizophrenia: toward protection and coping.
Why isn't the test for rebound tenderness consistently recommended with the pediatric patient? Joanna Briggs Institute for Evidence Based Nursing and Midwifery. (1999). Vital signs: Best Practice, 3(3), 1-6. Retrieved May 30, 2005 from http://www.
Historical foundations, professionalism, the role of technology, and trends and issues in education are introduced. Students will examine personal reasons for wanting to teach and will create a personal philosophy of education. (3 credits) Prerequisites: GEN 200 and EDU 300. EDU 305 Child Development This course explores the development of the child from birth through eighth grade. Physical, cognitive/intellectual, social/ emotional, and moral development will be examined.
7.4 Engage with professional teaching networks and broader communities Understand the role of external professionals and community representatives in broadening Teacher’s professional knowledge and practice. Comment on the Pre-service Teacher’s professional engagement with colleagues, parents/carers and the community – please include an explanation of descriptors shown above as “Not demonstrated”. _____________________________________________________________________________________________ Grad Dip (Primary)-End of Placement Assessment Report-LEM503 5 Complete and return to Swinburne Online Professional Placements Office at the end of the placement period: Swinburne Online student I have read and discussed the report with my Mentor Teacher(s) and, (select one): □ □ I wish to make no further comment, or I wish to make the following self-evaluation comments ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ Signature
CWDC – CHILDRENS WORKFORCE DEVELOPMENT COUNCIL – STANDARD 1 1a. DURING YOUR TRAINING AS A FOSTER CARER CAN YOU LIST THE LEGISLATION VALUES AND THEN PRINCIPLES THAT YOU ARE AWARE OF THAT GIVES THE FOUNDATION OF OUR CARING PRACTISE. LEGISLATION The Children’s Act 2004 The Children’s Act 1989 The Human Right Act 1998 The Disability Discrimination Act 1995 The Special Educational Needs Code of Practice 2001 The Data Protection Act 1998 The Crime and Disorder act 1998 The Freedom of Information Act 2000 Health and Safety at Work Act 1974 Learning and Skills Act 2000 The Education Act 2002 VALUES
Scaffolding as a Teaching Strategy Rachel R. Van Der Stuyf Adolescent Learning and Development Section 0500A - Fall 2002 November 17, 2002 I. Scaffolding as a Teaching Strategy – Definition and Description Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). “The zone of proximal development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance” (Raymond, 2000, p.176). The scaffolding teaching strategy provides individualized support based on the learner’s ZPD (Chang, Sung, & Chen, 2002). In scaffolding instruction a more knowledgeable other provides scaffolds or supports to facilitate the learner’s development. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information.
[pic] Page ( ) Department of Early Years and Care EVIDENCE RECORD SHEET |Learner Name |Sara Clarke | |CACHE PIN | |ULN | | |Assessor Name |Debbie Carr | |Assessment method | |A Direct observation of learner by Assessor J Reflection on own practice | |B Professional discussion K Written and pictorial information | |C Expert witness evidence L Scenario or case study | |D Learner’s own products M Task set by CACHE | |E Learner log N Questions and answers | |F Activity plan or planned activity O Assessment method devised by Centre | |G Observation of CYP or adults by the learner Assessment plan | |H Portfolio of evidence Feedback