4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. 5.1 Explain how to judge whether evidence is Sufficient, Authentic and Current. 5.2 Explain how to ensure that assessment decisions are made against specified criteria, Valid, Reliable and Fair. 6.1 Evaluate the importance of quality assurance in the assessment process.
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.
Also submit a brief justification of the approaches you intend to use, in relation to the learning needs of your peer-group. This justification could refer back to work previously submitted for PTLLS Assignments 4,5 and 6. 7) Delivering your micro-teach PTLLS: Using inclusive learning and teaching approaches in lifelong learning 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners PTLLS: Understanding inclusive learning and teaching in lifelong learning 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills With the exception of UILTLL 2.4, the above criteria all imply skills that you will need to demonstrate during your (brief) micro-teach. You will be required to reflect critically on (self-assess) your own performance using the Micro-teach Observation form in Annex A and your tutor/assessor will also use this same document for summative assessment and feedback. You will notice that this observation form is cross-referenced to the criteria listed above and
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.
1) Establish rules for the Group that create an atmosphere for learning and address issues before they develop. 2) Help the group to understand standards and expectations. 3) Help to develop teacher/pupil relations based on respect. 4) Encourages interactive participation for greater understanding and exploration. 5) Assists teacher to determine group pace and plan modular stage for course completion.
It was just a multiple choice question. The author also argues that children’s moods, their skills and disabilities, and drive to achieve affect the way they take these tests. Why make homeschooled students take the same tests as public schools, when public schools are obviously not succeeding at education? Bittner goes on to argue that testing cannot sufficiently measure homeschoolers’ learning. Homeschoolers are not taught out of a textbook; they learn more by reading and picking up
Their role is to facilitate independent learning, access to the curriculum and promote inclusion. They help with a variety of functions during lessons to support teachers and help students spetially with numeracy and
3. Assessment and accountability Foster professional growth, personal development and accountability through support of students in practice. Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team. Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and their implications of this for their future.
For example it provides special education teachers and those the different assistive technologies preparing to become one. It also provides a list that are available for special need students. of professional course developments and IEP tools. Council for Exceptional Children http://www.cec.sped.org Council for Exceptional Children This website works to improve the success that http://www.cec.sped.org special needs students have in education. It The professional development part of provides a list of standards that should be met this website provides ongoing learning in the special education classroom and how opportunities for the special educator.
• Help the pupils to develop skills in accessing information. • Listen to the pupils and take on board their points of view. • Get specialist advice and support. 7-Provide examplesof how you would encourage a pupil with behavioural,social and emotional difficulties to participate in the full range of activities and experiences in school,e.g.encouraging the pupil to participate effectively in learning activities;encouraging the pupil to behave in more acceptable ways by using appropriate rewards and sanctions;improving school attendance;helping the pupil to develop a positive self-image and self-esteem;providing opportunities for the pupil to express their feelings more appropriately such as discussion,storytime and play activities. 7-Providing support for pupils with behavioural ,social and emotional difficulties is