...a. Explain a learning theory observed in the video. The Learning theory used in this video is cognitive learning. The basics of cognitive learning theories view thought as an active pursuit, a basis of experience is used to form new information, a persons view detailing new information, a social environment to take on new knowledge, and practicing with this new knowledge to build on new information .By learning in a social environment, children enlarge their collection of experiences by considering the experiences of others. The process of learning is intensified with memory of past experiences and with new ones. By using these thoughts to form a learning environment the teacher makes the learning environment more natural to the students. Cognitive learning theories infuse the classroom curriculum with meaningful interaction .This theory had major input from theorist Piaget who believed that child play is critical for development of intelligence and that children learn by doing more so than other learning methods. Cooperative learning is part of Cognitive learning. During cooperative learning students must work in groups to complete tasks collectively toward academic goals. Students are shown how to help each other overcome problems and complete whatever task has been assigned. This may involve episodes of peer tutoring, temporary assistance, exchanges of information and material, challenging of each others reasoning, feedback, and encouragement to keep one another motivated...
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...you do?3. How do you help students experience success?4. How would you individualize instruction for students?5. What procedures do you use to evaluate student progress besides using tests?6. How would you challenge the slow learner and the advanced learner within the same class?7. What would your students say about you?Teacher Relationships With Colleagues1. What kind of teachers would you prefer to work with? Why?2. What activities would you like to work with in our school?3. What quality or qualities do you have that would enhance our teaching staff?4. What are some personality characteristics you find undesirable in people?5. Who should be responsible for discipline in a school? Why?6. What needs and/or expectations do you have of the school administration?7. How do you collaborate with your colleagues?Teacher Relationships With Parents1. What do you feel is the most effective way to communicate with parents? Describe how you have used this/these technique(s).2. Describe the reasons why you would contact parents.3. What would you include in your Open House presentations to parents?4. What community activities would you like to be associated with? Why?Instructional Techniques1. Describe any school experience you have had, particularly in student teaching (or in another teaching position) that has prepared you for a full-time position at our school.2. How would you integrate technology into the curriculum you would teach?3. Describe any innovative...
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...Performance Prompt Teaching Processes Standards and Indicators Scoring Rubrics Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itq Prompt for Teacher Work Sample THE VISION Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: • The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives, plan instruction, and assess learning. • The teacher sets significant, challenging, varied, and appropriate learning goals and objectives. • The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction. • The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts. • The teacher uses on-going analysis of student learning to make instructional decisions. • The teacher uses assessment data to profile student learning and communicate...
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...in your written plan.) A. TITLE/TYPE OF LESSON B. CONTEXT OF LESSON What pre-assessment did you do that tells you the students’ readiness, interests, and/or learning preferences? Why is this an appropriate activity for these students at this time? How does this lesson fit in the curriculum sequence? How does this lesson fit with what you know about child development? C. LEARNING OBJECTIVES Understand – what are the broad Know – what are the facts, rules, generalizations the students should specific data the students will gain begin to develop? (These are through this lesson? (These “knows” typically difficult to assess in one must be assessed in your lesson.) lesson.) Do – what are the specific thinking behaviors students will be able to do through this lesson? (These will also be assessed in your lesson.) D. ASSESSING LEARNING What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember – every objective must be assessed for every student! E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required) F. MATERIALS NEEDED List all materials that will be needed to teach this lesson. Who will be responsible for securing each item? G. PROCEDURE (Include a DETAILED description of each step. Write what you will SAY and DO.) Preparation of the learning environment (if required) Engage -Introduction of the lesson Implementation of the lesson (specific procedures and...
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...160148/TEA/CF Teaching Assistant Certificate Assignment One “Supporting the Teacher” Main Street Ballineen Co. Cork Page 1 Describe the key aspects of the role of a teaching assistant. The role of a teaching assistant is to contribute in different areas of the school environment and the people in the school. Supporting the teacher is the main aspect which involves accompanying the teacher in the working environment and under the direction of the teacher to work with the students by doing activities with them and observing them. Supporting the pupil is another key aspect of the role of a teaching assistant. Supervising the students in a classroom and engaging in different activities while observing them and keeping a record to report back to the head teacher, or in some cases, their parents. Supporting the school may include attending school meetings and trainings directed by the principal or teacher to help the teaching assistant become fully aware of the certain rules and responsibilities of the school. Supporting the curriculum by supporting the students in any given curricular activity, recording and observing them. Give examples of some tasks that can be carried out by a teaching assistant to support the teacher. In order to support the teacher in the classroom, a teaching assistant can help out with many tasks to help organise the learning environment. Prepare and maintain the learning environment. The teaching assistant may...
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...Abstract Teachers are expected to create their own lesson plan. It is a guideline for teachers learn pedagogical concepts in students’ education. It is also a conceptual methodological tool that helps teachers in making a lesson plan on a desire topic so that they can implement the lesson plan and assess its results. An objective is very important part of the lesson plan due that it describe the purposes and aims of the learning outcomes. Learning outcomes outline the significant learning results that the students are expected to achieve and demonstrate at the end of the class. In this process students can identify the skills and knowledge they have learned after the subject is taken place. The ABCD method is also a big part in creating a lesson plan that helps in writing instructional objectives that could integrate Bloom’s taxonomy of learning theory and two dimensional frame works. These methods are essential tools in guiding the teacher in preparing and implementing his or her lesson plan properly and orderly. Key words: instructional objectives, learning theory, learning outcomes The ABCD method of writing objective is widely uses in every structure instructional objectives. The ABCD methods can be used in Grade 7 Math class with multicultural classroom. In today’s classroom population are increasingly diverse. With these type of population teachers should and must strive to meet the standards set by government and school district in reaching these students...
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...level, a positive learning atmosphere in a school for young children is a composite of many things. It is an attitude that respects children. It is a place where children receive guidance and encouragement from the responsible adults around them. It is an environment where children can experiment and try out new ideas without fear or failure. It is an atmosphere that builds children’s self-confidence so they dare to take risks. It is an environment that nurtures a love of learning. In order to be a successful teacher, you need to understand that each child has different ways in which they learn better. I feel a teacher should have a variety of teaching techniques and mix all the different ways of teaching in their lesson plans to help fill the needs of each individual student. As a teacher, Math can be and is a very tough subject to learn. Teaching Math and making it fun to learn. Teaching children that mathematics is a language that we use every day to identify, investigate and describe every day challenges. We can describe different situations and events that we have to prepare for or events that have already occurred. Understanding the world we live in is best because mathematics is all around us. Mathematics consists of arithmetic, algebra, geometry, measurement, statistics, and probability. We have numbers, quantities, data, and shapes all around us. Solving and understanding problems is mathematics. Making it fun for a student is much more than learning skills or collection...
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...Thought Paper #2 “Teaching and learning are inseparable parts of a single continuum of reciprocal giving and receiving.”(Christensen Pg. 621) In this quote Christensen describes the reciprocal nature of the relationship between a teacher and a student. In his essay, he describes his theories of teaching as a successful college professor at the prestigious Harvard Business School. It is important to listen to and hear his message on teaching because we all experience at least the student end of the spectrum at some point in our life. It is important to know not only what is going on in the mind of the students as a teacher, but also what is going through the mind of your teacher every day in class. After reading his essay, discussing it, and experiencing 15 years of school I can honestly say this topic is important to understand and consider from both sides of the relationship. First, I will begin by laying out the role of the teacher in Christensen’s view. Then I will go over the students’ role Christensen’s view. Finally I will wrap up with an example to illustrating the key points of the essay and conclude with a summary of my points. “No matter how factually accurate and time-tested our data, how clear cut and disciplined our analytical methods, or how practiced and skillful our pedagogical techniques, true learning emerges only when we honor the human factor.”(Christensen Pg. 631) Christensen’s first idea about the role of the teacher is how open a teacher should...
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...Nursing 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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...observations. | | Step 4Compare them in terms of their interests and needs. | Your Tools Use the activity form provided for you to document your observations. ------------------------------------------------- An Observation guide for the Learners Characteristic ------------------------------------------------- Read the following statements carefully. Then write your observation report on the provided space. Your teacher may also recommend another observation checklist if a more detailed observation is provided. ------------------------------------------------- Physical ------------------------------------------------- 1. Observe their gross motor skills. How they carry themselves. How they move, walk, go ------------------------------------------------- up the stairs, etc. ------------------------------------------------- 2....
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...Assessment Why do we assess? Petty describes assessment ‘in the right hands, assessment can inspire, motivate and provide the feedback which is essential for targeting prompt corrective help’ Petty G, (2001) When an assessment is given it’s purpose is to assess either the students understanding of the subject matter or their application of the knowledge they have acquired. Rowntree further describes the framework of assessment under five headings or dimensions. Namely: Why assess? Deciding why assessment is to be carried out; what effects or outcomes it is expected to produce. What to assess? Deciding, realising or otherwise coming to an awareness of what one is looking for, or remarking upon, in the people one is assessing. How to assess? Selecting, from among all the means we have at our disposal for learning about people, those we regard as being most truthful and fair for various sorts of valued knowledge. How to interpret? Making sense of the outcomes of whatever observations or measurements or impressions we gather through whatever means we employ; explaining, appreciating, and attaching meaning to the raw ‘events’ of assessment. How to respond? Finding appropriate ways of expressing our response to whatever has been assessed and of communicating it to the person concerned (and other people). Rowntree D, (1991) These headings as provided by Rowntree will be used to critically analyse the assignment used for the...
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...Community Teaching Work Plan Proposal Directions: Develop an educational series proposal for your community using one of the following four topics: 1) Bioterrorism/Disaster 2) Environmental Issues 3) Primary Prevention/Health Promotion 4) Secondary Prevention/Screenings for a Vulnerable Population Planning Before Teaching: Name and Credentials of Teacher:Gerald “Gerry” Moore RN | Estimated Time Teaching Will Last:1 hour with ample time for questions | Location of Teaching:48 Countrygate Lane Tonawanda NY | Supplies, Material, Equipment Needed:Food and drinks, computer, pamphlets, training syringes, training arms, evaluation sheet, | Estimated Cost:$100.00 | Community and Target Aggregate:Grace Church Life Group – about 14 members | Topic:“Why Should Adults Be Vaccinated” | Epidemiological Rationale for Topic (statistics related to topic): Influenza and streptococcal pneumonias is the 8th leading cause of death in America contributing to 55,227 deaths as of 2014. Even with this information the percentage of people receiving vaccinations is at a low alarming rate. Age yrs/old Influenza % Pneumonia % 18 – 49 31.2 8.7 50 -64 45.5 20.0 65 & older 70.0 55.8 Shingles is only recommended for adults 60 yrs/old and older at 6.7 % of Americans receiving the vaccination (CDC, 2016)...
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...Describe what your role, responsibilities and boundaries would be as a teacher/trainer/tutor in terms of the teaching/training cycle. My role, responsibilities and boundaries: | - Use clear language at an appropriate level in terms my students will understand. - To be able to motivate students, continually research for new ideas relative to the subject. - To be enthusiastic and passionate as regards to the subject. - Approachable, available and open to discussion. - Manage the learning process from the start through to completion. - Assess students progress and give relevant feedback. - Keep a record of progress and assessments. - Not to become too familiar with students. - Make time available for student support. - Maintain student confidentiality. - Make sure that students welfare issues are addressed. - Students conduct i.a.w. acceptable classroom protocols and behaviour. | Guidance! How do/would you address the following aspects (A to H) when teaching adult learners? A. Assessing learning needs B. Planning and preparing teaching and learning programmes for groups and individuals. C. Developing and using a range of teaching and learning techniques. D. Managing the learning process. E. Providing the learner with support. F. Assessing the outcomes. G. Reflecting upon and evaluating one’s own performance and planning future practice. H. Meeting professional requirements A. Assessing learning needs | - The product required. The outcome of...
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...curriculum that most teachers give is that it is a syllabus or a program of study but this is an erroneous definition. For Taba (1962), it is a ‘plan for learning’, while Lawton describes the curriculum as “a selection from the culture of a society” (Lawton, 1975, p6). It has also been described as “a social and political construct that changes over time in response to a range of factors and influences” (Mc Cullock, 1992, p9). Hence, the term curriculum means different things for different people. While it is obvious that the curriculum is not neutral, its content and how it is transmitted depends on the kinds of interaction between curriculum developers, teachers and students. Stated differently, curricula emerges depending on the various ways curriculum developers, teachers and students interact with each other. In this essay, I will outline the internal and external factors that shape the interaction between the official curriculum, what is taught in secondary schools and learning that takes place in classrooms. Internal factors include the influences of philosophy, psychology and sociology, whereas external factors include the social, economic and political aspects that shape curriculum design. Two curriculum models, namely the rational and the dynamic models will then be compared and contrasted and applied to my teaching practice. Thirdly, the positive and negative consequences of different forms of evaluation for students, teachers and the government will be discussed. ...
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...Cognitive Coaching Mia L. Whitley EDL 531 July 3, 2013 Cognitive Coaching Defined Cognitive coaching is the processes of helping students gain an understanding of how they think and encouraging them to engage in metacognition, thus deepening their readiness to apply their problem-solving and decision-making strategies (Ravitch, 2013). Why Cognitive Coaching? Knight describes why the interest in coaching has grown. In the era of No Child Left Behind Act of 2001, a launch for the search of the most effective approach to teaching became inevitable. After much research was completed, it appeared that coaching was on the top of the list. What coaching offers is authentic learning that provides differentiated support for professional learning. Coaching is not a quick fix; it is an approach that offers time and support for teachers to reflect, converse about, explore, and practice new ways of thinking about and doing this remarkably important and complex act, called teaching. Perhaps most importantly, coaching puts teachers’ needs at the heart of professional learning by individualizing their learning and by positioning teachers as professional (Knight, 2009). Cognitive Coaching Process In order to provide effective cognitive coaching, it is important to follow the suggested process described by Garmston. Cognitive Coaching is likely to be effective in influencing empowerment only after the tools have been put to use (Edwards & Newton, 1995, p. 23). Cognitive...
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