When first introducing to a lesson, a graphic organizer can be used to assess and organize a student’s knowledge on the lesson topic. An easy way to utilize a graphic organizer in this way is to have the students fill out a KWL chart. This organizes key information regarding what the student currently knows, what the student wants to know, and later on what the students have learned as a direct result of the lesson. This provides the instructor a learning history of what they can build upon and clues them in on areas of interest they can use later on in the lesson. During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details.
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.
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
• 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.
1.1 Describe how a learning support practioner may contribute to the planning delivery and review of learning activities; Within the role of TA we will at some point contribute to the planning, delivery and evaluation of learning activities alongside the teacher .When the planning of a lesson takes place there should be some opportunity to discuss the pupils work with the teacher. Planning, teaching and evaluation follows the cycle which gives structure to the learning process: PLAN Teacher ,put input,suggest ideas,own input and part of the planning ,take notes ,take part Evaluate,feed back to both children and teacher ,techniques written /verbal feedback Prepare,get resources ready,have a lesson plan ,adapt the resources ,clean up and check health and safety Prepare Get resources ,,ready,have a copy pre Observing ,taking notes to see pupils ability .compare notes Implement and support To do activity ,extra support ,managing behaviour ,encouragement. Most Ta,s are involved in the daily /short plans rather than the long /medium term .By knowing the LO TA,s will be clear on what is expected from the pupils and to what they are expected to achieve . If a TA has particular strengths in ascertain area which is being taught they may be asked to put forward their ideas towards the lesson plan. At some point you may be asked to work alongside the teacher with their long term plans and activities for the week .PPA may be set aside for this.
UNIT 2 - Support learning activities 1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities. As a teaching assistant you will contribute with the teachers to planning, delivery and review of learning activities. As a teaching assistant time should be made to discuss and review pupils’ work with teachers, this can be formal or informal. Planning, teaching and evaluation follow a cycle which gives structure to the learning process. EVALUATING TEACHING - Supporting the teacher in delivering the plan with a child or group of children.
Helping to organise the learning environment and supporting the introduction of new activities. Preparing and setting out the classroom resources and equipments as directed by the class teacher. Monitoring children’s responses to learning activities and
The categories in the cognitive domain are, remember, understand, apply, analyze, evaluate, and create. Under the category of remember, learners are expected to retrieve relevant information from long-term memory. Under the category of understand, learners are expected to meaning from oral, written or graphic information. Under the category of apply, students carry out or use a procedure by using those concepts in creating teaching plans for real life situations. Under the category of analyze, learners break material into parts and determine how the parts relate to one another and the overall structure.
Resource 2: SIOP Lesson Plan (Rhyming) Zenetta Bronson Grand Canyon University: ESL 533N Advanced Methodologies of SEI January 29, 2014 Teachers should prepare a lesson that targets a specific learning goal which allows students to make connections with their own knowledge, deliver the lesson so that the students are engaged, and be able to comprehensible talk to the students so they understand. Teachers should organize the instruction to build on the relationship between students learning in their first and second language. The attached lesson was delivered in order for the children to gain some understanding of phonological awareness particularly rhyming words. Phonological awareness (or phonemic
CTLLS Unit 2 Assessment Issue Date: Submission Date: Planning and Enabling Learning Rationale: Unit 2 will provide opportunities for trainee teachers to develop their competence in planning to meet the needs of individual learners through negotiation of appropriate individual goals, the effective preparation of sessions, the application of appropriate teaching and learning strategies and resources, the management and delivery of inclusive learning and the application of knowledge about the minimum core. In working towards achieving this, trainee teachers will be required to evaluate the effectiveness of their own teaching and learning in the development of their professional skills. Assessment Criteria: describe the level of achievement