1. Explain the purpose of the following types of assessment in learning and development • Initial Assessment • Formative Assessment • Summative Assessment Formative Assessment Initial assessment provides the information needed to plan an individual’s learning and improve their chances of learning effectively. Without it, there are only assumptions. It’s always possible to make some predictions about learners from an application form or selection test, but it’s an insecure basis for planning. Learners themselves bring assumptions about learning based on the past, and some of these may get in the way of looking ahead to a new way of learning.
Evidenece supporting the MSM comes from Squire et al(1992) who noticed when long term memory is engaged the hippocampus was active but when the short term memory was engaged the prefrontal lobes were active. This supports the MSM of memory and shows different parts of the brain are used for different types of memory. Suggesting that the memory is split into different unitary stores. However contridicting this is Craik and Tulving's experiment where they gave participants a list of nouns and asked questions about the different words. There was 3 different types of questions; shallow proccessing questions 'is this word in capitals?
What I understand by ‘teaching for learning’ is that as a pre-service teacher we need to learn about teaching well at the same time also achieve confidence and competence in the students learning which than leads to teachers identifying their own purpose and values which supports their practice and professional approach. 2. List the four components of Praxis Inquiry and provide one activity that you might engage in for each of these. The four components of Praxis Inquiry are: - Describe Practice: This component involves describing heats happening in the classroom and in order to achieve this would be asking question such as What do learning and teaching look like in my classroom? - Interpret/explain practice: This component involves educators sharing and interpreting of quantitative and qualitative analysis which involves me talking and analysing my descriptions of my practice with other teachers.
Home » Meeting the requirements of 12 credit PTLLS learning outcome 2 Meeting the requirements of 12 credit PTLLS learning outcome 2 If you’ve got a PTLLS assignment to write for the new 12 credit PTLLS learning outcome 2, Understanding Inclusive Learning and Teaching in Lifelong Learning, then there are a few topics that you need to cover. You will need to consider the assessments that are available to help identify the learning styles of learners. Then you need to research the teaching and learning approaches can you use to meet these learning styles. How will you ensure that the teaching and learning approaches you have selected are effective? Link your teaching learning approaches to key learning theories.
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.
Furthermore, PDP processes can motivate you when your interest starts to wane. The main PDP processes that help learners think about their learning and to plan for the future usually include: • • • • • Reflection – pulling different thoughts and ideas together to make sense for a particular purpose Recording – thoughts, ideas, experiences; you can keep records in written form or use audio, video, etc. Action planning – setting out a plan means more likely achievement of a goal Executing – carrying out activities referred to in the action plan Evaluating – making sense of what you have been doing
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).
The purpose of assessment in learning is to determine the learner’s level of competence by using a range of different methods. Based on the findings of the assessment and the evidence gathered during the assessment, decisions can then be made by comparing the evidence against the qualification standards. This will determine if the learner’s Competence, Knowledge & Understanding of the subject, and Skills required to carry out required tasks are of a sufficient level to meet the laid down criteria. Assessment should be used to focus on improving and reinforcing learning. It can help a learner understand how they are progressing and what they may need to do to improve their knowledge and progress further.
Running header: Flashbulb Memories The Psychology of Flashbulb Memories Anthony E. McCaffity Walden University Cognitive Psychology (PSYC-8237-2) Instructor: Dr. Michael Durnam November 20, 2011 Abstract Thinking incorporates a vast set of cognitive processes employed to facilitate learning and the subsequent development of behavior. Cognitive psychology focuses on the mental processes utilized for human beings to engage and function in their environment. Memory is one of the cognitive processes influencing thought and mental acuity. A process of that includes encoding specific information to respond to a stimulus. Memory is also the process of simultaneously using newly acquired information to accomplish differing cognitive
To transfer the information from short-term memory to long-term memory the information has to be rehearsed through Elaborated rehearsal which occurs if the information is organized in a logical manner which link it to other memory and in the end creating an image. I store information in my long-term memory first by creating an interest in what I am learning. By making information more valuable to me then I am able to rehearse it over and over again until I am satisfied it is stored in my long term memory. For example, if I am reading my course work material, I scan through the whole reading so that I can get an idea of what I am about to learn and then