Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success. It is good to show they are being stretched and challenged and evidence this in their feedback to aid their professional
Nicol and Macfarlane-Dick (2006) indicate that “formative assessment can promote the development of capacities and attitudes used in lifelong learning. Assessment-centred or student-centred learning environments also emphasize congruence between learning goals and what is assessed”. Formative assessment is going on all an ideal opportunity to give feedback on what understudies are figuring out how to distinguish accomplishment and areas for further work. Additionally, for the educator or teachers to evaluate effectiveness of instructing or teaching and provide a feed forward or to centre feasible arrangements. “Good feedback practice is not only about providing accessible and usable information that helps students improve their learning, but it is also about providing good information to teachers” (Nicol and Macfarlane, 2006, p. 214).
The importance of good lesson planning and the benefits they have for the teacher. When considering the importance and even the significant of effective lesson planning, quite often we immediately considering the benefits that this can have on the student. Effective lesson planning certainly does benefit the student, discussed later in this essay. The benefits of planning for the teacher However, the teacher benefits of planning must also be considered. This means an effective class and raised teaching standard which in-turn improves the overall motivation of the teacher.
Engage and encourage your students. The performance of "field-dependent" students, those who tend to think more holistically than analytically, is greatly influenced by faculty expressions of confidence in their ability (Anderson, 1988). 6. Interpret assessment results appropriately. There are several approaches to interpreting assessment results; teachers and trainers should choose those most appropriate one for them in decision making.
Each part of the Conceptual Framework is essential and important to being an educator. Being a Reflective Practitioner means that the educator is prepared and knowledgeable in the content that is being taught. Some that is a Transformative Practitioner seeks to motivate students to learn and is creative with study materials. The Culturally Responsible Practitioner looks to all of the national, state, and local materials and standards to educate students. This individual provides order, commitment, and knowledge to students.
If educators can find ways to support autonomous motivation in the delivery of instruction, then optimal learning can be achieved (Niemiec & Ryan, 2009). Deci and Ryan (2000) postulate that an individual needs intrinsic motivation as well as three intrinsic psychological needs in order to initiate these behaviours and maintain good psychological well-being and self-determination (as cited by Niemiec & Ryan 2009). These universal needs are autonomy, competence, and relatedness. These components together form the self-determination model which emphasizes supporting student autonomy in order to achieve positive learning outcomes. Intrinsic motivation refers to behaviours done in the absence of external impetus that are inherently interesting and
It allows people enough time to respond to stimuli, even if they need a little longer than others. If respect is shown to people with SEN it makes them comfortable and loved. Respect helps them build better relationships with their tutors and instructors and respond better to learning and the world at large. Self-determination: Self-determination is based on the principle that every child or individual has the right to direct their learning. It helps children to build the skills of making choices, problem solving and independent decisions making.
To sum up, the focus on learning strengthens the student methodology aspects to act logically all alone benefit through the procurement of valuable information, valuable aptitudes and proper mentalities which creates for them, as well as other people, safety places, security and healthy interaction (Bernard, 1999). Best learning takes place when instructors help students to accomplish
Answer 1: Self-directed learners can diagnose their learning needs, plan-learning goals, identify human and material resources to assist them in the learning process, apply appropriate learning strategies, and evaluate the learning outcomes (Knowles, 1975). People who are self-directed active learners have a plan of action and a management strategy, they are eager to learn because they want to learn and that is the part of being intrinsically motivated. Below are some of the aspects of a self-directed, intrinsically motivated, active learner: • Self-management: An active learner thinks independently, tries to solve problems in creative way and takes decisions that will improve the overall performance. He/she plans the things in a systematic
Autonomy support concurs and accords, in a sense, with learner-centered approach to learning. Autonomy supportive teachers mould an environment redounding to student-dominated setting where learning and teaching works together for boosting confidence and resultant engagement in achieving success. Autonomy-supportive instructors provide choice, accord respect, encourage and confidence in their students, give a rationale for tasks and circumscription, acknowledge learners’ feelings, platforms and experiences, allow opportunities to take initiatives and do individualized work, purvey un-controlled informational feedback, eschew controlling behaviors, and preclude ego-involvement in learners (Gillet, Robert, Emmanuel, Lucie, and Sophie, 2011). Support of autonomy is considered as a dimension of teaching style which is realized itself in