It is a formative and summative type of assessment, given by tutors of the university to myself on my work placement. It contains feedback on our strengths and areas for development. Based on each feedback given, student-teachers are to reflect on it when planning for next lessons and make improvement where it’s needed. It identified my strengths which were my relationship with my students, my effort put into my planning and willingness to try new approaches. For areas of development, it suggested that my explanations needed more clarification and not to over explain things.
Both Marco and Destiny had guidance but they were able to use methods and strategies that were taught to them during teacher preparation and apply it to their situations. Marco and Destiny could have been easily discouraged to continue their teaching careers but decided to continue and help the students with the resources that were giving to them as well as redesign curriculums to better fit the students’ needs while meeting the state
As for my professional experience on the knowledge on critical thinking these strategies will help support the thinking process that I can give and help deliver the information to my students in the proper form. This will also help my students with the lectures that I teach in class, to understand the theory, help social skills, and as well as work ethics. These are so important not for students but for everyone. I can remember when a teacher of mine explained how much one can learn from so many, this is so
It is necessary for a teacher to have the students organized and transitions smoothly, but all the other little details, if thought of, help to make for a great lesson. A strong, outstanding teacher must manage the class efficiently and have some level of structure. An outstanding teacher needs to be able to analyze data, set goals, but most importantly have an inner drive to learn more, achieve the goal, and constantly adapt and do better. Teaching is changing quickly, so we must change with it. We need to learn how the students learn and teach in that way.
Multiple means of assessment means feedback can be delivered in a wide range of methods, in an age and contextually appropriate and also timely, manner. Immediate, whole class discussions following exams, self-evaluations through the use of a journal or pre-made evaluation sheet, and peer feedback, which prompts a collaborative model for learning, are all feedback tools teachers can use throughout assessment in order to improve student learning (Brand, Favazza and Dalton, 2012). It is possible to use Multiple Means of Assessment in the unit ‘Place and liveability’ in a variety of ways. For one assessment task, students are asked to act as town planners. It is here that the task of the assessment can be adjusted so students have the choice to create a written report, deliver an oral report, create a visual art piece or use technology to deliver their understanding for assessment.
The most important thing is to know what learning theory or theories your brain reacts to better. In my case I am very adapted to constructivism and Piaget theory. Constructivism for me is learning by personal experience and developing my own mental modes of the current event. Whatever is being taught I would literally have to set bases for myself within the lesson plan and develop real life events in my mind and thoughts in which will better my understanding of the teachers angle. In constructivism there are several key factors but the one I focus most on is curriculum.
Teachers can learn about different cultures through many resources, but the most useful way to learn about students’ cultures is to look to the community. Students, parents, and community leaders are all useful sources for information about a student’s home culture. Information that is important for creating a culturally responsive learning environment include values, attitudes, and habits. Once a teacher has familiarized themselves with their students’ cultures, there are several strategies that can be used to create a responsive learning environment. Self-Assessment According to Anderson & Madigan (2005), the first strategy or step that should be taken in creating a culturally responsive learning environment is teacher self-assessment.
“A significant contribution to these qualities is the socio- constructivist view that ‘talk drives learning.’ Clear differences in progress, learning and teaching are contained within the microsystems of classroom life. Therefore, to deepen understanding of contexts of transition it is essential to focus research on language and relationships within such systems. Bronfenbrenner’s bio-ecological framework (1979) provides a basis for an analysis of the contribution of microsystem relationships and sub- cultures to the social matrix of different and progressive classroom environments”(Knight and Perry 2013). Microsystem “I will first discuss the microsystem, which is what Bronfenbrenner firstly introduced when he wrote his ecological systems.
INTRODUCTION Ecological systems theories were developed and put into practice by American psychologist Urie Bronfenbrenner. He developed the ecological theory to emphasise the child development that occurs to various environments. These environments or systems corresponds and influence one another through different actions that occurs between them. He formulated the ecological system to explain how everything in a child starting from the environment the child lives in can affect growth and development. BRONFENBRENNERS ECOLOGICAL SYSTEMS MICROSYSTEM It is the current and immediate surroundings in which the child lives in.
Ecological systems theory: This theory looks at a child’s development within the context of the system of relationships that form his or her environment. Bronfenbrenner’s theory defines complex “layers” of environment, each having an effect on a child’s development. This theory has recently been renamed “bioecological systems theory” to emphasize that a child’s own biology is a primary environment fueling her development. In this essay I will be focusing on the interaction between factors in the child’s maturing biology, his immediate family/community environment, and the societal landscape fuels and steers his development. Changes or conflict in any one layer will ripple throughout other layers.
I will share each rubric with my students before their final drafts are due so they know exactly how they will be evaluated and to clear up confusion or uncertainty. According to Carbery and Leahy, there are many well-documented benefits to using rubrics including: • Helping students learn more effectively • Students understanding the expectations of the instructors • Grades becoming more meaningful • Making is explicit what students are expected to learn • Facilitating self-evaluation • Promoting deep learning While I did use the state-provided rubrics as models, I made several modifications to each rubric in order to make them directly applicable to my classroom assignments. For instance, I added point values to each criteria on the rubric. The categories worth more points are the areas of the lesson that I find to be most important. These are also the areas that I will reiterate and emphasize to my students over the course of the unit.
By the time the model questions have been completed, the scaffolding will almost be completely removed and the students will be working independently. This conforms to the notion of “hand over principle”, Dunphy and Dunphy (2003). When the students work independently, the teacher should have his strategies to deal with frustrations ready. He has to make sure that the contents of the task fall within the students ZPD and a good interaction with the students is provided, Wood, Bruner and Ross (1976). Students should be given meaningful feedback which is a very crucial point, particularly a verbal one as it allows a dialogue through talk.
The example is when the teacher contacts the dyslexia specialist regarding the student, who may have dyslexia. To support the teacher’s concerns, the initial assessment should be forwarded to the specialist. It is a good practice to keep copies of the certificates in the event that the student loses the original. Ofsted inspectors will also want to see the records of assessments in order to assess if I meet the framework criteria. As proven above there are many reasons to keep all the assessments records and the teacher has to understand that keeping the assessments records is the teacher