Principal Miller Case Study

When a mentor is assessing the student accurately he or she is able to identify whether the student may fail at an early stage. A mentor is able to follow the right pathway with the student and university which involves link lecture and personal tutor (Maloney et al 1997). Gope (2015) suggested that assessment can also be opportunity to identify learning needs and considering the action of achieving

One common approach is to compare students against their peers. But often it's more appropriate to base a judgment on a standard .This standards-based approach is particularly appropriate when the student must meet certain criteria in order to progress to the next course or be certified. 7. Evaluate the outcomes of the assessments. If students don't do well on a particular assessment, ask them the causes.

By analyzing students sense-making (Weick, 1995), faculty can have a greater appreciation of what their students are thinking when they first begin class. Faculty will also have a better opportunity of addressing student concerns such as cultural accountability and meeting their educational needs in a communication style that is effective and understandable to each

This suggests that in order to expand in our field we should learn from our experiences by thinking about them using models of reflection. There are numerous reasons why pondering on different occurrences can be a positive experience, they can be useful when dealing with a challenging situation, this can help the practitioner contemplate and give the situation some thought before handling it, this is most common as one may reflect on a previous argument with a co-worker this would give the chance to face our feelings about the experience. For instance, if a senior member of staff asked an undergraduate student for a favour which perhaps included making a display board for the parents to see when they would walk in the student would feel very uncomfortable doing this task because it takes a lot of responsibility and it is very time-consuming, being only a student most would use a positive face and agree to do this task in order to demonstrate that they could accomplish this. However, after they would reflect on how they felt about this and possibly react differently. If the student felt too under pressure next time they should have simply declined politely, instead the student used Politeness theory, a theory by Brown and Levinson

(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes.

Students can reliably comment on a number of aspects of course delivery, not only because they are the intended participants in the teaching-learning process but they also are involved in all sections of the paper. Nevertheless, with careful preparation, colleagues can provide an alternative perspective to that given by students. These guidelines are designed to assist university teachers to obtain systematic feedback from

There are two approaches according to Spady, the traditional and transformational. The traditional approach emphasizes students’ mastery of content some cross discipline outcomes like the ability to solve problems or to work cooperatively, whereas, the transformational approach emphasizes longterm, cross-curricular outcomes that are related directly to students’ future life roles such as being a productive worker or a responsible citizen or parent. The approaches mentioned strongly suggest the use of authentic assessment methodologies in the various

Goals and Techniques of Structural Family Therapy The primary goal of SFT is to bring about structural changes within the family system. This is achieved by modifying the family’s way of interacting and developing appropriate boundaries. Another goal is to create an effective hierarchical structure where parents are in charge of their children.

What is the purpose of differentiation if it is not to benefit the students potential for greatness? Cooper uses language for mixed readers, his content is either review for those who have heard this information before, but need a new perspective and those who are learning this material for the first time. He dissects differentiation into digestible parts, and key components. Mainly discussing and evaluating the three basis of differentiation: readiness, interest, and learning

For a teacher to be successful assessors, a deep understanding of assessments needs to be developed, and the following questions are able to be answered: why do assessments; when to do assessments; and how to assess in ways that have an impact on students learning in a positive way. Once a teacher has the knowledge to make meaningful decisions based on these questions, assessments that are planned, designed and implemented can be used to provide formative, meaningful information and support learning

As a leader, he/she should know how to communicate with the decision makers as well as with the families of the students, and his/her faculty and staff. With the growing diversity of students within our school and community, as an educational leader I will need to be able to understand the relationship between social justice, school culture, and the community. I will determine what opportunities are available within our community, discuss with the stakeholders our beliefs, perceptions, and attitudes that will shape and influence the way our school will be run. I will have to learn how to recognize the differences of

It is important to begin the training by teaching peers to recognize and appreciate individual differences. Next, review the specific target behaviors that are used to facilitate social interactions, such as initiating interactions, responding to initiations, keeping an interaction going, giving/accepting compliments, helping others/asking for help, and including others in activities. In addition, a list of prompts, scripts and role plays for peers to promote social interactions should be developed. Baseline data should also be collected during this planning phase through direct observation of the student with ASD. After all antecedent supports are in place, peers must be assigned to the learner with ASD and there must be at least one regular 15-minute interaction between the peer and learner on a daily basis.

Why is the strategy appropriate for ELL instruction? Explain how instructional activities will be differentiated. This strategy is appropriate for ELL instruction because an anticipation guide can be completed orally. Students can express their thoughts about a story by speaking to a partner or to a teacher. The number of statements to be answered can also be modified and simple statements can be made to encourage student ideas without being too overwhelming.

As the education coordinator, I will first approach my subject matter as a system itself. I will design my materials first by identifying their purpose, then second their function and finally deriving the structure of the educational materials from the necessary functions. In developing educational materials, I will also want to familiarize myself with my students as I know that according to communication models they may interpret what I communicate differently than I intend due to how they “decode” (Nelson, Staggers, 2014). Once I have an understanding for what my students know, I will move forward by assessing their learning styles as I believe that is an incredibly valuable thing for an educator as well as a student to know. Now that I know what my students know and how

In the assumption of learning theory we are making assumptions about learning from different perspectives. From an educator’s perspective, we have made assumptions about the needs and readiness of learners, and assumed that there are best teaching and learning strategies for particular learners under particular learning context. Experiments and research have been conducted to validate the findings. From a learner’s perspective, the learners have assumed that they would be able to achieve the learning goals based on certain learning strategies, that suit their particular learning styles, and under