...Associate Level Material Appendix B Learning Needs of Diverse Students Teachers can be most effective when they vary their instructional methods because each classroom has a unique set of learners. Chapter 3 in Introduction to Teaching: Becoming a Professional discusses diversity among learners. Use Chapter 3 to help complete the following: 1. Fill in the table: a. Select two types of diverse learners as discussed in Ch. 3 of the text. b. Search for teaching practices on the Internet and in the text. c. List effective teaching practices for each type of learner. Your responses should not take up more space than allowed within the table. d. List the Web addresses for information retrieved from online sources, if any were used. 2. Answer the question in Part 2: a. Select one teaching practice/strategy from your list. How can this strategy be applied to both types of learners you identified? Can this single strategy be effective for all learners? Why or why not? Part 1: Best Teaching Practices for Diverse Learners |Type of Learner: |Best Teaching Practices: | |1. English as a second language|a) Include parents in on the lesson plan, showing an interest in the student and family will | | |establish trust and allow students to feel more comfortable and able to learn. | | ...
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...Axia College Material Appendix B Learning Needs of Diverse Students Teachers can be most effective when they vary their instructional methods because each classroom has a unique set of learners. Chapter 3 in Introduction to Teaching: Becoming a Professional discusses diversity among learners. Use Chapter 3 to help complete the following: 1. Fill in the table: a. Select two types of diverse learners as discussed in Ch. 3 of the text. b. Search for teaching practices on the Internet and in the text. c. List effective teaching practices for each type of learner. Your responses should not take up more space than allowed within the table. d. List the Web addresses for information retrieved from online sources, if any were used. 2. Answer the question in Part 2: a. Select one teaching practice/strategy from your list. How can this strategy be applied to both types of learners you identified? Can this single strategy be effective for all learners? Why or why not? Part 1: Best Teaching Practices for Diverse Learners |Type of Learner: |Best Teaching Practices: | |1. Language |Good organization and structure | | |Group activities | | ...
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...Evaluation and Learning Advisory Committee (ELAC) ANNOTATED BIBLIOGRAPHY ON ASSESSMENT AND EVALUATION ELAC Members: Marilyn H. Oermann (Chair) Karen Saewert (Chair-elect) Pamela Rutar Suzanne Yarbrough Sub-committee Members: Reba Childress Dawne-Marie Dunbar Sally Erdel Barbara Haas Evelyn Hayes Debra Hurd Sheila Kyle Gayle Preheim, Chair Linda Siktberg Gale R. Woolley, Chair A comprehensive literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c) clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1 CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of Learning Gains( SALG), Instructional...
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...This paper was prepared in support of the Baker College’s Mission, Guiding Principles, and online learning Model in how Baker College's commitment to its mission influence on an instructor; and how the 11 Guiding Principles set the foundation and the culture for Baker College; finally, how the Online Learning Model (OLM) fosters rigorous expectations, a high level of engagement, and a strong commitment for success in the online learning environment. There are many evidences that the professional development at Baker College is a priority of the school leaders. Professional development is receiving greater attention in all areas, for example, both adjunct and full time faculty from all programs get a mandatory first year faculty development....
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...What is eLearning? The teaching and learning methodology is a four-step progressive / recursive design adapted from experiential education theory. Using this methodology, material covered during this training will be systematically presented (Step A), practiced (Step B), assessed (Step C) and reviewed (Step D). Starting at the top of the circle to the right, Step A represents the introduction to new materials such as theory and skills. Progressing to Step B, participants will practice the application of the newly presented materials. Once applied, participants will assess their work in Step C, which will lead to a reflection or review of lessons learned in Step D that will inform and influence the next progressive iteration the learning cycle, beginning with Step A. A full progression of this methodology will be attempted each day of the training event. For example, the first day of this training will focus on the fundamentals of eLearning, where materials will be presented during the initial part of the day (Step A) and learning activities centered on the application of these materials will be conducted during the latter part (Step B). Concluding the day, participants will be asked to assess their understanding of the fundamentals of eLearning (Step C) and to identify questions and unresolved related issues for the next day’s session (Step D). The second day will build on the materials introduced and practiced during the first and will be guided by the participants’ assessment...
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...cognitive, and constructivism. The paper will also examine the various teaching methods for each strategy. Best described “learning is a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one’s knowledge, skills, values, and worldviews”, (Merriam, 2007, p. 277). Each theory discussed aims to give an explanation of how the learning process occurs. The behaviorist theory was developed in the early twentieth century (Merriam, 2007). Behaviorism has had many contributions from various individuals. There are three core premises that behaviorist believe to be true. These include: a focus on external measurable behavior, and that learning occurs through a change in behavior (Merriam, 2007). Next, what the learner is able to learn is based on their environment, not the learner themselves. Finally, learning is based on contiguity and reinforcement (Merriam, 2007). The behaviorist theory as it applies to education is concerned with the observable behavior a of the learner (Merriam, 2007). There are various methods teachers may utilize when trying to implement behaviorism into their instruction. The role of a teacher according to this theory involves three keys. The first being that decide which cues are able to bring forth the desired responses (Jung, 2008). Next teachers should ensure that they provide students wit practice situations where cues are paired with the target stimuli...
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...An Essay: An evaluation of how workplace practice is influenced and directed by a specific social policy. Social policy is “the theoretical pursuit of norms about how we think society ‘ought’ to behave” (Alcock et al. 2008) in action it consists of plans and interventions put in place by the government and social services to improve the wellbeing of society. There are five main areas influenced by social policies derived to improve services for the classic welfare state namely, education, housing, social security, health and social work. Social policy is intimately concerned with how to address and ameliorate social problems and with the analysis of the success or failure of policies designed to improve welfare and wellbeing (Alcock et all. 2008:2-3) Historically social policy can be seen as far back as 1388 when “attempts were made to fix wages and to limit the mobility of labour which may cause wages to rise” (Alcock, 2008:9) a more methodical system of poor relief was introduced in Victorian times, the Elizabethan Poor Law Acts of 1598 and 1601 to house and provide work for the poor under the direction of local parishes. Following this the Poor Law Amendment Act 1834 set the foundations for social policy and the modern welfare state today by changing the way that poor law was dealt with, it was streamlined into universal laws and principles that towards the end of the 18th century prompted formation of the English government. The...
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...An Exploratory Study Comparing Two Modes of Preparation for Online Teaching Dawn Hathaway Priscilla Norton* George Mason University Abstract Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to teach online (Smith, Clark, & Blomeyer, 2005). Professional development for online teachers continues to be a concern, and evaluative research that examines the effectiveness of various types of professional development is needed (Archambault & Crippen, 2009). The purpose of this exploratory study was to compare differences in online teachers’ selfreported frequency and confidence in performing online teaching tasks between teachers who had completed a comprehensive preparation program and teachers who participated in a one-day face-to-face workshop. Results found no differences between the groups and challenge conventions related to the nature and role of teacher preparation in online teaching. (Keywords: teacher education, online teaching, professional development, online learning, teacher preparation) nline learning at the K–12 level grows substantially each year. The issue is no longer whether or not online learning is or should occur, but rather how it is implemented. Watson, Murin, Vashaw, Gemin, and Rapp (2011) reported that, as of late 2011, online and blended learning opportunities exist for at least some students in all 50 U.S. states plus the District of Columbia and that there are now 30 states with full-time...
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...Easily, the best web-based IB Diploma Business and Management teaching and learning resource. A stimulating and interactive, free online teaching and learning resource that offers comprehensive coverage of the Business and Management syllabus for the International Baccalaureate (IB) Diploma Programme, including Standard (SL) and Higher (HL) Level topics. IBBusinessan dManagement .com is the only free, dedicated IB Business and Management resource available online. We encourage teachers to use the site as they develop their own approaches to incorporating ICT into their learning environments. The entire site links closely to the syllabus, following the same division into the six IB Business and Management topics: 1. Busines The IB Business and Management course covers broad and interesting issues and concepts. s Organis ation and The IB Business and Management course is ideal preparation for Business and Commerce at university, as well as encouraging the student to begin thinking about entrepreneurship now. 2. 3. 4. 5. 6. Environ ment Human Resour ce Man agemen t Accoun ts and Finance Marketi ng Operati ons Manage ment Busines s Strateg y + Internal Assessment and Extended Essay There is clear highlighting of Higher Level IB Business and Management material. The content is tailored to the requirements and assessment objectives of the IB syllabus, and is an invaluable Business and Management learning and teaching tool. The range of teaching and learning...
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...University of Tasmania Annual Teaching Matters Conference Sharing practice 10th Teaching Matters Annual Conference 22nd-23rd November, Hobart, Tasmania Suggested format for citing papers: Author, I. (2011). Title of paper. In J. Skalicky, A. Adam, D. Abbott, & G. Kregor (Eds.), Proceedings of the 10th Teaching Matters Annual Conference. Sharing practice [online], Hobart: Centre for the Advancement of Learning and Teaching, University of Tasmania. © CALT 2011. The works included in these conference papers are the property of their authors and are used by permission. Readers should apply the same principles of fair use to the works in this electronic journal that they would to a published, printed journal. These works may be read online, downloaded for personal use, or the URL of a document (from this server) included in another electronic document. The text itself may not be published commercially (in print or electronic form), edited, or otherwise altered without the permission of the author. As with printed materials, care should be taken when excerpting or referencing text to ensure that the views, opinions and arguments of the author accurately reflect those contained in the original work. Applying the Bioecological Theory of Human Development to learning: Enhancing student engagement in online learning. Dr Lindsay Smith University of Tasmania, Launceston, Australia L.M.Smith@utas.edu.au Abstract: This paper explores the application of the bioecological theory...
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...Contemporary Online Language Education Journal, 2011, 1, 33-40. Classroom roles of English language teachers: The traditional and the innovative İngiliz dili öğretmenlerinin sınıfiçi rolleri: Geleneksel ve yenilikçi Anindya Syam Choudhury 1 Abstract This paper looks at the classroom roles of English language teachers in the second language/ foreign language context with particular reference to the Indian one. In the beginning, it considers the notion of „role‟ in English Language Teaching (ELT) and how different practitioners and methodologists have conceptualized the roles played by teachers. This is followed by an analysis of the characteristics of the traditional roles of teachers in a teacher-centred classroom in which the teacher becomes someone like the Greek Titan, Atlas, bearing the burden of the whole class on his or her shoulders. It is shown that this sort of unilateral and unidirectional pedagogy fails to nurture the resourcefulness of learners and is, in fact, detrimental to the development of his or her personality. The paper then goes on to highlight the important aspects of the alternative, innovative paradigm in which the focus is on the learner and the role of the teacher is basically that of a „facilitator‟. Keywords: English Language Teaching, role, facilitator, teacher-centred, pedagogy Özet Bu çalışmada yabancı dil bağlamında ikinci dil olarak İngilizce öğretmekte olan öğretmenlerin sınıfiçi rollerine özellikle Hindistan bağlamında bakılmaktadır....
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...COVER SHEET TO BE SUBMITTED WITH ASSIGNMENTS NAME | Sumera Baakza | STUDENT ID | | MODULE NO | 1 | DATE SUBMITTED | | By submitting this form electronically, you are agreeing to all the following statements. I have stayed within length specifications. The number of words (excluding references and appendices) is ……………………… | I have included a Title page, which contains the necessary information, including my name and student number, the name of my course, the title of the assignment, module title and tutor | Where appropriate, I have included a Contents page | I have divided the work into sections with headings | The references in the body of text follow academic conventions | The references list is complete and follows academic conventions | I have proof-read the work carefully | I have made use of the tutorial support available to me | My supervising tutor has approved the title of my work | I give permission for this assignment to be used for training purposes by my tutor, provided it has first been made anonymous | I have read the School’s information on plagiarism and this piece of work conforms to those requirements | In submitting this assignment I understand that my work may be put through Turnitin plagiarism software | My Ideal Classroom within my Ideal School Student Name: Sumera Baakza PGCE International – Dubai 5 (Education) (UK) (12-13) Module 1 Assignment Tutor Name: Ms. Alison Day Table of Contents ...
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...BIBLIOGRAPHY A. BOOKS Arrends, RichardI. Learning to Teach, 3rd Edition McGraw-Hill, 1994 Boiser, D.C. Teaching Made Easy: Strategies and Styles, Phoenix Publishing House Inc., 2004. Guimbatan, Kathleen L.and Francisco M. Zuleta, Teaching Strategies and Educational Alternatives V.1, Academic Publishing Corporation, 2002. Roger and David W. Johnson, Driven to Discover, University of Minnesota, 2002 Rosenshine, B., & Stevens, R. Teaching functions. In M. C. Wittrock (Ed.), Handbook Of Research On Teaching (3rdEdition) New York: Macmillan, 1986. Rosewal, G. M., Mims, A. A., Evans, M. D., Smith, B., Young, M., Burch, M., Croce, R., Access Center Using Peer Tutoring To Facilitate Access. Washington, DC, 2004. . Salandanan, Gloria. “Methods of Teaching”, Lorimar Publishing, Inc. Cubao Quezon City, 2009. Spencer, V. G. Peer Tutoring and Students With Emotional or Behavioral Disorders: Behavioral Disorders, 31(2), 204-222, 2006. Topping, K. Peer-assisted Learning: A Practical Guide for Teachers. Newton, Mass.: Brookline Books, 2008 Zulueta, Fracisco M. “Principles and Methods of Teaching”, National Book Store,Inc. Mandaluyong City, 2006. B. PERIODICALS American Institutes for Research An Educator's Guide to School Wide Reform. Arlington, VA: Educational Research Service, 1999. Bicknell-Holmes, T. & Hoffman, P. S. Elicit, Engage, Experience, Explore: Discovery Learning In Library Instruction, 2000. ...
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...Reflection of a teaching session on the prevention of pressure ulcers I have chosen to use Johns’ model of reflection (1994) to reflect on this teaching session. This model incorporates a good analysis of the session and enables me to effectively reflect on the positives of the teaching session but also what could be improved. This model will enable me to successfully analyse what needs improving and the session will be improved in the future as a nurses’ role is educating patients, relatives and other member of staff. I will study the relevance to the subject that was taught and refer to the teaching plan. I will use a progressive tool to highlight the areas explored and also will use evidenced based findings to show the expectations of the local trust. To adhere to confidentiality I will keep the individuals name confidential (NMC Code of Conduct 2008) The teaching session was chosen based on the research that post operative patients are at high risk of developing a pressure ulcer as (RCN 2003). This is due to the lack of mobility therefore educating patients on relieving pressure areas would be beneficial to the patient as it is enabling the patient more control over their care whilst in hospital. The patient was a 72 year old man who was at high risk of getting a pressure sore, the patient was able to acknowledge the subject and able to understand the subject taught, there was no special learning needs needed to be acknowledged as the teacher. The teaching method that...
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...Compute Applications in Language Studies ENGL 4740 HARNSSING DIFFERENT PLATFORMS IN CALL FOR FARSI LEARNING Name : Mahya Abolmasoomi Matric Number : 1021828 Date of submission : 2nd August, 2013 Submitted to : Mr. MazlanYusof INTRODUCTION In this day and age computers are used in every field including communication, business, broadcasting, education, etc. Lifestyles have drastically changed in the last few decades thanks to the emergence of the multimedia computer and the internet which have put language learners today in the integrative CALL phase. Today an abundance of software applications allow language learners of any language to enhance their four fundamental skills of language: speaking, writing, reading, and listening, at the same time developing their research and critical thinking abilities. These software applications can vary from CALL-specific software applications to generic ones. The point here is that there is an infinite number of ways to utilize different softwares in language learning. All it takes is creativity and determination. Warschauer mentioned that “The effectiveness of CALL cannot reside in the medium itself but only in how it is put to use.” What teachers and learners of language today must understand is that CALL does not necessarily involve CALL-specific softwares. There are four different types of CALL programs which are CALL-specific software, generic software, web-based learning programs, and computer-mediated communication...
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