Such would call for pragmatic integration of critical theories of learning and research on motivation, learning, deliberate practice, emotions, cognitive neuroscience and a range of learning environments such as hybrid and online technologies (Hoy, Davis, & Anderman, 2013). Tracey (2010) observes an important aspect that the various views can be approached in terms of continuum. Proper teaching is only possible when the instructors are aware of their students and what they are able to accomplish (Chametzky, 2014). There are instances when one view is likely to be more effective than the other based on the needs and circumstances of the learner. Thus, it is recommended that the instructors takes time to know their audience.
For example what makes for stimulated learning for an adolescent may not satisfy the needs of an adult learner whose frame of reference has been developed by lifetime experiences. (Gravels 2008, Page 9) ‘Learning should be fun, enjoyable and challenging to the learner.’ One key element of my role, and indeed a responsibility which will ensure a professional approach will be for me to focus on continuous professional development by way of reflective practices and maintaining a reflective journal for that purpose. I have previously and would continue to monitor my own performance and seek feedback from my peers regarding my teaching styles. To enable me to carry out the role of trainer in an effective manner it is important that I possess the relevant subject knowledge to enable me to facilitate and share that knowledge with students in an engaging way. That means I personally have to research it, plan the session and design the materials, adapting the content and level of the knowledge to the learners’ requirements and varied learning preferences.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
Define the key concepts and principles of assessment When making an assessment we need to pull on a number of skills to ensuring that the correct level of learning has been conducted by the trainer and that the learner has under stood the information given. The assessor has to be confident that the learner is also able to recall the information therefore giving them the skill set to conduct the role they are undertaking. The trained person should then leave the course with the new understanding and have thoughts on how they can apply the skills and improve in some cases the tasks that they will now undertake with their new knowledge. One key principle is known as VACSR – as an assessor you need to ensure that all work is; Valid – check that the work submitted actually relates to the assessment criteria Authentic – as an assessor it is important to ensure that all work submitted has been produced only by the delegate / learner. Check to ensure that different delegates are not simply repeating the same answers by rote.
When sampling the evidence it is important that a range of assessments are sampled such as observation, Q&A, professional discussions and records of evidence. This should also take place across a number of learners and across different units. Technology can be used when assessing through either the use of video evidence or the use of a Dictaphone through Q&A. If this is carried out correctly it can prove to be a valuable tool to allow for good assessor quality evaluation and training. This is can also be used when learner is working too far away or if the employer cannot allow the assessor to be there in person due to potential access limitations as an example.
Even with this being the case there were still a good amount of things that I had not faced before such as the length of the lesson, using a unit plan to write lesson plan, and focusing on the different types of tasks. All of these new experiences definitely helped me become more knowledgeable of the things required of me, however, one of the stuck out to me the most that I have put into mind of being perhaps the most important part of the whole process. I found that needing to be mindful and aware of the types of tasks the students will be going through as the lesson moves from part to part is pivotal. To have an effective lesson you need to be able to know whether you are challenging them physically by adding new parts (E), or if you were trying to make them more skilled at the skills they were trying (R). It was also important to give them an opportunity to perform these skills and sequences in front of other members of the class so that they could get feedback on things they were not performing well and the things they were.
Reflective practice is the term used to describe the way in which professionals evaluate their own work and consider ways of improving their work. It is important to do this, as each year a different set of children and parents join the setting. They may have different needs, expectations or interests. Activities, routines and polices may have to be changed or updated to accommodate the new families. Reflecting on practice will help to see where changes need to be made.
But before provide them with background knowledge teacher must measure students the level of prior knowledge about the material which is given to the students. This step is very important because students have different level of prior knowledge. Some students have a great and the others have very little. Thus teacher know how much he or she should provide background knowledge for them. The last step is creating opportunities for students to continue building background knowledge in
That should not be the case; leaders can be created by willing people who wish to learn how to become one. There is one model that shows just how one might be able to learn to become a leader by analyzing behaviors and actions by perceiving them in different manners. This model is the action-observation-reflection (A-O-R) model. This model in turn uses the spiral of experience which illustrates the steps in the A-O-R model and how they work. One important aspect of all of this is that perception is required in all steps of this model.
Introduction. Covering all the aspects and selecting the appropriate activities to develop language skills when teaching, could be a very challenging task for ELT practitioners as a result of many external factors such as: academic program, text books, materials or even facilities, reason why: “Thinking things through before you teach helps to reduce feelings of uncertainty or panic and inspires you instead with a sense of confidence and clarity.” (Woodward, 2001). I agree with this as the only way we can help and create meaningful learning is to foresee the activities that best-fit our teaching context and based on our pupil’s needs and interests. For this assignment, I will outline the plan and activities that I will follow during my three next lessons in order to give my students the extra practice they need to develop their language skills by using the target language presented in this lesson. I will also get into detail for one of these activities to describe the way I will organize the task along with the possible difficulties that my pupils might have during execution.