Experiences as a Writer Christina Jacks October 10, 2012 Professor Stone My Experience as a Writer: Writing is one of the ways that we interpret our thoughts to other people. Writing isn’t something one is born with; it’s something that actually has to be skilled. I started writing at the age of four; my teachers educated me how to write my name over and over again until I could write it with no blunders. All through elementary school, I was taught to put together words to form sentences and also how to create paragraphs using those sentences. Therefore, during middle school and High school I was able to use what I learned in my previous years to write paragraphs, essays and research papers.
When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment. Initial assessment is about finding out the learner’s needs and particular learning requirements which should be done prior to the programme commencing to see if any support and guidance is required. It also involves ascertaining the learner’s particular learning styles, competence as well as gaining information on the learner’s prior knowledge and misconceptions through diagnostic assessments. It may also be beneficial to find out why the learner wants to take the course. Skills scans can be used to measure the skill level of the learner both vocationally and for employability.
Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and make easier student learning. Developing reflective practise means developing ways of reviewing our own teaching so that it becomes a routine and a process by which we might continuously develop. Kolb’s Learning Style Model. http://en.wikipedia.org/wiki/Learning_styles Kolb developed a theory of experiential learning that can give us a useful model by which to develop our practise. This
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.
Assignment 426 Teaching, Learning and Assessment in Education and Training Task A - Report Part 1 Write a report in which: * Analyse the relationships and boundaries between the teaching role and other professional roles * Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goal * Explain why it is important to identify and meet the individual needs of learners * Describe points of referral to meet the needs of learners * Summarise key aspects of legislation, requirements and codes of practice relating to own role and responsibilities. Part 2 Within the report explain: * Analyse your own role and responsibilities in education and training * How does your own planning meets the individual needs of learners * Ways in which teaching and learning plans can be adapted to meet the individual needs of learners * Why it is important to promote appropriate behaviour and respect for others * Ways to promote equality and value diversity * The purposes and types of assessment used in education and training Part 3 Reflecting on your delivery and relating to further reading and research, write a personal analysis relating to your own area of specialism which considers the following: * The effectiveness of teaching and learning and learning approaches in relation to meeting the individual needs of learners * The benefits and limitations of communication methods and media * The effectiveness of resources and assessment methods in relation to meeting the individual needs of learners * Ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning Your report should be presented in a professional written format of your choice and should include evidence of your research
The humanism conceptual framework is evident in the principles of the New Zealand Curriculum Framework (NZCF), whereby the teacher has the flexibility to develop classroom programme in accordance of the learning needs and styles of the students, and the acknowledgement that individual students will develop their essential skills to different degrees and at individual rates (MOE, 1993, pgs. 7, 17). Doyle (1990) sees this teaching approach as one which the teacher is knowledgeable about the ways that people learn and grow and involves working on developing a personal teaching style by examining individual attitudes and
PTTLS: Explain ways to embed elements of Functional Skills in your specialist area The first important consideration for me will be to ensure that my own Functional Skills are good and that I am fully up to date with advances in IT. Literacy Acupuncture students are working at degree level and will have to read, research and submit referenced theses. Their work will be checked for fluency, spelling, grammar, punctuation and syntax. Speaking, listening and responding are equally important literacy skills. They are also essential for acupuncturists so the course is filled with exercises designed to develop them.
Level 3 PTTLS ASSESSMENT 1 1.1Explain what your actual or perceived roles, responsibilities and boundaries are as a teacher in terms of the teaching cycle. I perceive that my roles as a teacher are to deliver effective training and supporting the learner either directly or indirectly and to maintain an inclusive, equitable and motivating learning environment. I understand that as a teacher I will be identifying the need s of learners, planning and designing resources facilitating teaching and learning resources, assessing learners, evaluating learners performance and my own CPD. I am responsible for the health and safety, moral and physical welfare of my students/learners. I am also responsible for catering for students with learning disabilities.
This assignment should be added to the learners PDP’s. P5 and M3 – require learners to reflect on and explain how the knowledge gained within the classroom has influenced their professional development within placement. Learners should use examples where possible to link their theoretical understanding to practical experience. This M3 criterion could be completed in the middle of the learner’s course of study and then towards the end of the course as this would lead into learners covering D2 which requires learners to
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.