...Observation Chart for Specific Disabilities Plan your classroom observations to include all disabilities. Complete the chart below with the information that you learned during your observations. You may also use your Dictionary of Developmental Disabilities Terminology for additional information. Disability Age Placement Specific comments and accommodations Hearing & Visually Impaired Language & Speech Disorder Speech disorder- development delay, phonological disorder, speech defect, difficulty with pro annunciation, the student does not use developmentally expected speech patterns. Language disorder- disabilities of reception, integration, recall and or production of language. This delayment and disability maybe spoken, written, or both. (p 583, Turnbull and Turnbull, shank and Leal) 8 3rd grade -regular Ed Mary was in a regular Ed 3rd grade class. Her modification was that she was aloud extra time to verbally respond in class. She went to see a speech therapist once a week. The therapist worked on her pronunciation of specific sounds. Spanish is her first language but it was determined that her disorder was not due to being second language learner but rather because of developmental delayment. The speech therapist worked on one sound per lesson and then evaluated her progress at the end of the lesson to make sure she has mastered that specific sound, if...
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...YORK UNIVERSITY S E N AT E C O M M I T T E E O N T E A C H I N G A N D L E A R N I N G ’ S G U I D E T O TEACHING ASSESSMENT & EVALUATION INTRODUCTION NEED FOR THE GUIDE The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. The Teaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions. Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a ...
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...Centre for Mathematics and Science Education, Queensland University of Technology, Australia Copyright 1998 Taylor & Francis Published in: International Journal of Science Education 20 (6) p 737-753 This is the author's version of the work. It is posted here with permission of the publisher for your personal use. Not for redistribution. See publisher’s website for the definitive published version. http://www.tandf.co.uk/journals/titles/09500693.asp Abstract This paper reports a qualitative study of the learning environment of a Year 11 Biology class. The research was originally framed in a constructivist epistemology, but was also informed by an emancipatory interest. The main methods used for data gathering were participant observation, interviewing, and a written response survey (CES, Tobin, 1993a). It was found that, even though the students viewed the class positively, and described themselves as highly motivated to learn, the level of cognitive engagement was affected by two interrelated factors: the control the teacher had over almost all activities, and student beliefs about learning in this context. The data suggests that both intrinsic and extrinsic motivation which could lead to deep involvement in learning are constrained by a preponderance of teacher-centred methods of instruction. A model is proposed relating intrinsic and extrinsic interest to cognitive engagement. It is concluded that more activities should be used which either implicitly or explicitly...
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...Title To investigate and reflect on the use of Applied Behavior Analysis (ABA) with students who have Autism. Aims The aim of my project was to gain knowledge of Applied Behaviour Analysis and its effectiveness in working with children with Autism. My focus questions ask • What are the key principles underlying Applied Behaviour Analysis and how and why it benefits children who are autistic? • What is involved in setting up an Applied Behaviour Analysis program in the classroom environment? Both focus questions have helped me to investigate ABA, implement strategies that ABA employ and reflect on the program as a whole. I became part of a withdrawal program established for the purpose of intensive early intervention based on the principles of ABA. Harris, (2002 p19) explains “Applied Behavior Analysis takes basic principles in behaviour science and emphasizes the intensity that is needed for particular children”. As I progressed through my journey I discovered that ABA was indeed an extremely effective intervention program for autistic children. I felt that the whole process was a huge learning curve which in turn has had positive affects on my future practice. PARTS OF THE REPORT Rationale Explains why I embarked on this particular topic, process I used in decided topic, list of research strategies to achieve aims, Kemmis & McTaggarts (1988) Action Research Planner model Process -What were the key principles underlying Applied Behaviour...
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...COURSE: RESEARCH METHODS PROPOSAL WRITING TOPIC: ASSESSMENT OF STUDENTS: WHETHER END OF SEMESTER EXAMINATION IS THE ONLY INDICATOR OF STUDENTS’ PERFORMANCE. (A CASE STUDY OF UNIVERSITY OF GHANA) INTRODUCTION Lecturers most often use assessment to obtain information that helps them improve their instruction. This in turn helps them to bridge the gap between curriculum standards and student achievement. Assessment is also used for accountability purposes, for both students and teachers. Classrooms are made up of a diversity of learners and so to help them to make appropriate instructional decisions and to provide valid information for accountability, teachers use a wide variety of assessments. PROBLEM DEFINITION Most tertiary institutions determine students’ performance only on the basis of examination at the end of each semester. The issue here is whether examination is enough to determine a student’s performance and whether it’s indeed gives a true and fair view of actual performance. LITERATURE REVIEW Veteran first grade teacher Debbi Beckhorn states "... I have seen many changes in the arena of assessment and monitoring of student progress. More and more, it seems, we need to 'check in' with students more frequently in order to carefully lead them in their next step in the learning process. I use a variety of assessment tools to 'dip in' to a student's progress..."(Beckhorn, 2000). For this first grade teacher, the use of assessment information helps...
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...Student subcultures * Teacher-student relationships are not the only interactions of interest to sociologists. * Those between students and their peers are arguably as, if not more, important in constructing the sociology of the classroom. * Sociologists are interested in understanding the nature of anti-school subcultures – GROUPS OF STUDENTS WHO OPPOSE THE AUTHORITY OF THE SCHOOL. Research study: David Hargreaves (1973) * Based on interviews with boys in inner-city secondary-modern schools, Hargreaves argues anti-school subcultures are formed as a response to negative labelling, which allows individuals access to only the lowest status in the school. * As a result, students subvert the culture of the school to gain access to higher status – e.g. by attaching prestige to the disruption of lessons – therefore, gaining approval from their peers. * Not all students subcultures oppose the school in such dramatic ways, and Peter Woods (1981) argues that the division between pro- and anti-school subculture is simplistic. * Instead, he identifies 8 different PUPIL ADAPTATIONS or responses to the culture of the school. * These range from wholehearted subscription to the school’s norms and values through to open rebellion. * In between are a number of more subtle adaptations, but without subscribing to its goal and values – e.g. attending college only to obtain Educational Maintenance Allowance (EMA) payments. * Sociologists have also studies...
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...and tutees. The tutoring programs offered in many elementary and secondary schools today differ in an important way from yesterday's tutorial programs. In most modern programs, children are tutored by peers or paraprofessionals rather than by regular school teachers or professional tutors. The use of peer and paraprofessional tutors has dramatically affected the availability of tutoring programs. No longer a luxury available only to aristocratic elites, tutoring programs today are open to boys and girls in ordinary classrooms throughout the country. Hundreds of teachers and researchers already have written reports on the effects of such programs on children. Although some of the reports are based on subjective impressions and informal observations and thus are of limited scientific value, other reports describe sound experimental studies of tutoring. In such studies, investigators usually compare the performance of equivalent groups of students assigned to classrooms with and...
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...Jordan’s Male Academy: An Insight Look American individualism, a conceptualized form of individualism, is the basis through which individuals are believed to be best represented for accuracy to generalized standards of behavior. However, it is the diversity of this country that makes the American individualism more opaque and less clear, when deviations from the standard appear. Jordan High School is an institution in Long Beach, and the place for the project observations to take place. The framework to be used in this project is a combination of Geert Hofstede’s value dimensions and Edward T. Hall’s High and Low Context cultures, to better understand the culture within the school. As part of my research, outside sources are included such as websites, books, scholarly journals, etc. According to data from the academic year 2013-2014, the total enrollment of the school is 3,481 students. The student ethnicity is divided as follows: 67.3% Hispanic or Latino, 21.6% Black or African American, 4.1% Asian, 3.2% Hawaiian or Pacific Islander, 1.8% White, 0.2% American Indian or Alaska Native, 0.3% Two or more races, and 0.2% Not reported. The student population is majorly populated by students on the free/reduced meals program, and an estimated 22% are English learners. The most frequent language of English learner students is Spanish, with an 84%, followed by Khmer (Cambodian), 0.8%. The teacher’s ethnicity is described as follows for the 2011-2012 academic school year, 62...
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...Constructivism: A Holistic Approach to Teaching and Learning Janet Giesen Faculty Development and Instructional Design Center Northern Illinois University Introductions • Your name • Your department or unit • Your experiences or knowledge of constructivism • Why have you joined us today? Overview • Learning cycle • Constructivism – Learning theory – Process – Instructional strategy • Classroom applications • Instructor and student roles Learning Cycle or “5 E’s” Engage Extend Evaluate Explain Explore How would you define constructivism? A definition of constructivism Fundamentally, constructivism says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Source: Thirteen Ed Online (2004) Constructivism is a learning theory • Learning is an active process • Knowledge is constructed from (and shaped by) experience • Learning is a personal interpretation of the world Sources: Christie (2005); Kruse (n.d.) Constructivism is a learning theory • Emphasizes problem solving and understanding • Uses authentic tasks, experiences, settings, assessments • Content presented holistically – not in separate smaller parts Sources: Christie (2005); Constructivism is a process – the instructor • Adapt curriculum to address students’ suppositions • Help negotiate goals and objectives with learners • Pose problems of emerging relevance to students • Emphasize hands‐on, real‐world experiences...
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...Questions for Tutorial 3 1. What is ethnographic research? State the difference between an ethnographic research and a psychometric research and give example from applied linguistic studies. 2. Find a report of an ethnographic research in applied linguistics and give your comments on the following points: * The research question * The contexts the research was conducted * What is group or case under study? * What conceptual and theoretical frame works inform the study? * What field techniques were used? For how much time? In what contexts? What were the roles of the ethnographer? 3. Find a report of an ethnographic research in applied linguistics and give your comments on: * What field techniques were used? For how much time? In what contexts? What were the roles of the ethnographer? * What analysis strategies were developed and used? what levels and types of context were attended to in interpretation? - What recurrent patterns are described? - What cultural interpretation is provided? - What are the stated implications for teaching? Question 1.What is ethnographic research? State the difference between an ethnographic research and a psychometric research and give example from applied linguistic studies. ------------------------------------------------------------- Ethnographic research is one form of qualitative research which concerns with studying human behavior...
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...An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation ‘‘The drum is considered the heartbeat of the community’’ Jennifer L. Gilliard1,3 and Rita A. Moore2 This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs. KEY WORDS: culture; in; tribal; early; education; programs. INTRODUCTION Instruction informed by children’s home and community culture is critical to supporting a sense of belongingness that ultimately impacts academic achievement (Banks, 2002; Osterman, 2000). American school populations are increasingly diversified with immigrants and English language learners; but American teachers are over 90% European American (Nieto, 2000). Educators who are from different cultural perspectives than those present in the families and communities of the children they...
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...processes and events aimed at attaining a new status. It involves consulting with the people who will be affected by the process. Involving people in the process of change on the onset will permit a smooth transition. This will grant them to prepare for the changes and reduce resistance to it. The changes should be measurable, realistic and achievable and must be well understood by all the participants (Michael, Mahoney, 1991) There are a number of models for management change that have been advanced. They include Lewin’s Change Management Model, Mckinsey seven-S Model and Kotter’s 8 Step Model. Each organization must adopt a model that best suits the change that needs to be undertaken. Lewin’s model was developed by Kurt Lewin in 1950. His observation was that most people wanted to work and operate in areas they considered as safe. He anticipates a scenario where people are not prepared to change. In order to address the issue, he proposed three stages of development. The first was to deal with resistance to change to which he proposed thawing or what can be referred to as unfreezing. This involves breaking the existing structures and habits that are considered unwanted. The process could be easily achieved through motivation. The next stage is the transformation period and is the main activity. This is achieved through introduction of new desired processes and practices which call for leadership and...
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...politics is power i.e. “The ability to achieve a desired outcome, through whatever means” (Haywood, 2002). Politics can be seen as the fight for scarce resources, and the power lies in the ability to conduct and control this struggle. However power must not be confused with “force”, a much narrower concept, as this is “linked to the concept of domination, which, indeed is only a small part of the general nature of power”(Boulding, 1990). In this essay I am going to discuss some of the different definitions and aspects of power, referring mainly to the “Faces” of power, and giving examples of my observations of different types of power being exercised in the world today. The idea of power is key to the understanding of politics for “... if politics is the resolution of conflict, the distribution for power within the political community determines how the conflict is to be resolved…”(Ball & Peters, 2005). However this distribution of power is uneven in any political system in the modern world. The richer, upper classes possess far more power than the poorer lower classes. They have the ability to control their own quantity of...
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...Types of evaluations There are several types of evaluations/assessments that can be done by school systems or independently. This webpage describes eleven type of assessments/evaluations. If the school is evaluating your child, they must be evaluated in ALL the areas of suspected disability. Page Index: Educational Evaluation , Psychological Evaluation (Wechsler Intelligence, Attention, behaviors and emotions ), Neuropsychological Evaluation, Functional Behavioral Assessment, Speech and Language Evaluation, Auditory Processing Evaluation, Occupational Therapy (OT) Evaluation, Physical Therapy (PT) Evaluation, Assistive Technology (AT) Assessment, Transition Assessment(TA), Home Assessment, and Teacher Assessment/Observation. If you have received "EVALUATION CONSENT FORM", (form called Attachment to N 1) in the mail. Before you sign and return this form, you can request a "pre-evaluation conference" to talk with a school professional(s) about the 5 W's (Who, What, When, Where, Why) who will conduct each evaluation, what evaluations/tests would be helpful, when will your child be taken out of classes to be tested and where will your child be given the test/evaluations and who will be explaining why the evaluations are happening? These are the assessments/evaluations that can be listed on the Consent form (N1), it may include these but are not limited to what is printed on the (Attachment to N 1) form. As stated in Special Education Regulation: 28.04(1)(c) School...
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...Using Facebook to Teach Rhetorical Analysis Jane Mathison Fife The attraction of Facebook is a puzzle to many people over the age of thirtyfive, and that includes most college faculty. Yet students confess to spending significant amounts of time on Facebook, sometimes hours a day. If you teach in a computer classroom, you have probably observed students using Facebook when you walk in the room. Literacy practices that fall outside the realm of traditional academic writing, like Facebook, can easily be seen as a threat to print literacy by teachers, especially when they sneak into the classroom uninvited as students check their Facebook profiles instead of participating in class discussions and activities. This common reaction reflects James King and David O’Brien’s (2002: 42) characterization of the dichotomy teachers often perceive between school and nonschool literacy activities (although they are not referring to Facebook specifically): “From teachers’ perspectives, all of these presumably pleasurable experiences with multimedia detract from students’ engagement with their real work. Within the classroom economy technology work is time off task; it is classified as a sort of leisure recreational activity.” This dichotomy can be broken down, though; students’ enthusiasm for and immersion in these nonacademic literacies can be used to complement their learning of critical inquiry and traditional academic concepts like rhetorical analysis. Although they read these texts daily...
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