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
Explain the functions of assessment in learning and development Initial assessment in identifying learner needs The Initial assessment (IA) process could be classed as the most important information gathering process. It not only allows the teacher to decipher if the student is enrolling on the correct course for them but also to collect details about the learners past educational experiences, upbringing conditions i.e. a care environment and any particular learning issues. The initial assessment can be both formal and informal. Formal IA may be application forms, references and other relevant documentation.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students. This is especially true in
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.
• 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.
How would I like my situation to be? I want to retrieve the information that I have learned from studying, and use the information that was on the study material to answer the questions on the exam. What are my possible choices? What is the outcome of each possible choice? After reading, evaluating the usefulness of each of the strategies on pages 248-261, choose the most helpful strategies to design your personal system for taking tests.
There are two different types of assessment, assessment for learning and assessment of learning. Assessment for learning is used to inform and guide instruction as well as diagnosis any misconceptions a student may have. Assessment of learning is used after the learning has already occurred to determine the level of understanding the student has achieved and to see if they have mastery of the standard. Within this component teachers can indicate which type of assessment they will use to guide instruction whether it be a pencil/paper test or assessing students using 21st century skills. Differentiation: When providing differentiation in the classroom the teachers provide instruction to meet or exceed each individual student.
The learning objectives here all reinforce number order by using various learning methods. So that the students will learn about grouping, my instructional objectives include manipulating objects, students explaining their reasoning to the teacher, and completing a worksheet which has pictures of groupings and solving adding/subtracting problems using the pictures on the worksheet. Varied teaching methods will be used to meet all of the instructional goals, so that more students will be