...performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the Statement of Teaching Dispositions. You will complete the following assessments as you work through the course of study. Pre-Assessment You will complete the following pre-assessment: PAE4 Objective Assessment You will...
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...This essay will aim to look at how curriculum and assessment are being operated in two different early years settings. The settings under examination are 3-5 year olds and 5-8 year olds. We will start with the definitions of curriculum and assessment and the relationships between them. After that, I will explore similarities and differences between approaches to curriculum and assessment in the two settings. Curriculum is an integrated system drawing together every element for learning and teaching, including learning outcomes, learning areas, teaching strategies, evaluation and assessment to help with children’s learning progression (MacLachlan, Fleer& Edwards, 2010). Curriculum refers to “all the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development” (Department of Education, Employment and Workplace Relations [DEEWR], 1996). Early childhood educators regard ‘the curriculum’ as a guidance of learning instructions and assessment (Baxter, 2012). A good curriculum can offer the expert guidance, evidence of effectiveness and flexibility. It enables early childhood educators to draw upon a comprehensive view of early years education linked to their own observations and experiences; therefore educators set up and modify learning programs accordingly and timely (Early Childhood Australia, 2013). Assessment can be described as the process of finding out what children know, understand...
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...The Relationship between the Strategy of Knowledge Folders and Study Skills 2 Introduction Over the past several years, I have had students in my junior classes who were not performing well on their summative evaluations and did not seem to understand the importance of quality class work and homework. I currently teach juniors and seniors in a high school science academy where they are expected to be prepared for college and beyond. The students’ study skills were not evolved to the point where they could be successful in college or the workplace. I wanted the students to understand that they needed to take on the responsibility for learning and acquiring new skills which is expected in college work and in today’s changing and evolving workplace. Metacognition and motivation by the students for new study skills are important to me as a teacher. I want to enable students to succeed beyond high school by teaching them skills that will transfer to college and to the workplace. My hope is that the students will take on the responsibility for their own learning – that they would realize they have control over their actions. I decided to try to change the students’ concepts of learning and responsibility by implementing a strategy of Knowledge Folder assessments. Literature Review Simpson, Hynd, Nwast, and Burrell (1997), promoted learning study skills in the classroom as part of the daily curriculum, and not as a separate lesson from learning about the content. The study...
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...According to Chappuis (2005), although teachers are the responsible for creating learning experiences, students are the ones who determine their capability for learning, and thus formative assessment information is just as important to them. Through research, it has become evident that formative assessment produces a high level of achievement when used by students. For students to flourish as learners using formative assessment they need to be able to answer three main questions. In order to help students, answer these questions, the author gives us seven strategies in which she describes as a way to aid students in comprehending their learning goals, identifying their skill levels in relation to the goals, and having them be responsible...
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...Running head: LEARNING STYLES LEARNING STYLES Tina Iwegbu Grand Canyon University: NRS-429 Family-Centered Health Promotion SZARONOS, TAMMI July 07, 2012 LEARNING STYLES Introduction The VARK learning style assessment was designed by Neil Fleming in 1987. These learning assessments are designed to help students identify their learning strengths or challenges. Every successful student understands their learning style and can put the right support and strategies in place because each student has his or her formula for effective learning. Each person has preferences in the way that information is learned. Some may need to have visual materials, while others prefer written, auditory, or kinesthetic and of course there are a number that will be multimodal and will require a combination of learning styles. By reviewing the different learning styles, students can determine how they learn best. There are four types of learning styles mentioned in the VARK assessment 1. Visual: A visual learner likes to write, take a lot of notes and sit in front of the class where they cannot be disturbed or distracted because he or she want to see the teacher or instructor’s demonstrations. They often close their eyes to visualize the things being said and benefit from illustrations or presentations that use colors. They are attracted to spoken or written languages. 2. Aural: An aural learner works with sound and music. They can play music...
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...Introduction Learning is a lifelong process. Individuals learn at different paces and from different perspectives. When an individual is not aware of his/ her learning style or strategy the learning process can be daunting. Processing of information is strategic. It is imperative that in the learning process, individuals are well equipped with the appropriate learning preference in order to allow more efficiency and help eliminate exhaustion of needed time for learning. The V.A.R.K analysis tool is ideal in identifying leaning styles and will equip the student with the necessary strategies to gain success in academics. My preferred learning style Throughout college and most of my acquired formal education, I have always yielded great results from learning by imagining or recalling of written information and photographing text in memory. I have also had great success in studying by making notes in review of content information. In my assessment of the V.A.R.K, my score was a combination of all of the learning styles. However, I scored highest on the read/ write learning style than in the other areas. This confirms my current practice of study. According to lpride.net “read/ write learners learn through seeing, they may think in pictures and learn best from items like illustrated books and hand- outs.” (para.1) My Preferred Learning Strategies After reviewing the study strategies in V.A.R.K, The current study strategies that I have implemented in learning are: “lists...
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...GRADING AND STUDENT LEARNING At a teacher inservice, a teacher described a problem that probably all of us have encountered. She had developed a curriculum based on the standards, using teaching strategies that promoted intrinsic motivation, creativity, willingness to take risks, a focus on mastery, etc. But all this disappeared when the concern for grades began to dominate shortly before the first grading period. How, she wondered, could she reconcile such a student-centered learning situation with the threat inherent in the traditional practice of grading? This column will describe some teachers’ solutions to the dilemma of maintaining positive classroom climate and productive teaching/learning/assessment strategies along with grading. The Problem with Traditional Grading Ironically, despite grading’s basic problems, teachers and students can become addicted to grades. The teacher mentioned above confided that she felt a real need for the “leverage” afforded by grades. And students quickly learn to ascertain what will count for grades and concentrate on this rather than on mastery itself. Many teachers routinely use grades as external motivators, often based on proxies for learning – points for attendance or worksheets, activities, etc. This is doubly problematic – they don’t deal directly with the Standards’ artistic processes of creating or responding, and the points (and the grade) become the focus of students’ efforts instead of those processes and understandings...
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...Running head: Assessment STRATEGIES IN EARLY CHILDHOOD EDUCATION Assessment Strategies in Early Childhood Education Pamela Durant-Stewart Strayer University Dr. Elkanah Faux DSP9999 Seminar January 29, 2011 Assessment Strategies in Early Childhood Education Assessment theories and strategies are used to evaluate children so that the teacher can better aid the child in the learning environment. As a teacher, I believe that assessments are an important tool that can give extensive information about children; especially in Early Childhood development. Pellegrino, Chudowsky & Glaser (2001) stated that “although assessments are used for many purposes in the educational system, a premise of this report is that their effectiveness and utility must ultimately be judged by the extent to which they promote student learning” (p. 221). Strand, Cerna & Skucy (2007) support the deductive-psychometric model, which is a framework for legitimizing constructs that arise from theories (p. 209). The authors discuss how the traditional approach to assessment in early childhood education is based on getting as much information about the child as possible. Educators who use this approach believe that more information is better; however Strand, Cerna & Skucy believe that this contradicts 50 years of decision-making research. Instead, the authors propose that teachers focus more on the theories behind deductive constructs more so than psychometric analysis, because, the legitimacy...
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...choice of instructional strategies to support the content and language learning. It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs. Explain how the differentiation of tasks or activities supported the English language learners' content learning and language development. Differentiating tasks or activities enables and supports ELL students in many ways. Using differentiated teaching strategies gives ELL students the leverage that is needed to be successful. In the case of the aspects of quantity and quality for example, the same reading task can be assigned to the whole class, but students do not have to do the same number of questions or exercises. The ELL students are given a choice and can choose to do one or more tasks; it is important for them to progress at their own pace and interest. Explain how the differentiation of assessments allowed the English language learners to demonstrate knowledge in various ways. Differentiation of assessment allows ELL students...
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...Course Description This general education course is designed to introduce the intentional learner to communication, collaboration, information utilization, critical thinking, problem solving and professional competence and values. The course uses an interdisciplinary approach for the learner to develop personal, academic strategies in order to reach desired goals and achieve academic success. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Carter, C., Bishop, J., & Kravits, S. (2007). Keys to college studying: Becoming an active thinker (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall. All electronic materials are available on the student website. Week One: Academic Success Details Due Points Objectives 1.1 Identify techniques for setting goals. 1.2 Identify techniques for managing time. 1.3 Identify techniques for managing stress...
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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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...Introduction 1 2. HRD Assessment needs 2.1 Theoretical discussion 2.2 Assessment needs at the Ambulance NSW services 2 3. Learning strategies 4 3.1. Theories 3.2. Application 4.Evaluation 6 4.1 Theories 4.2. Case application 5. Conclusion 7 6. Reference List 8 1. Introduction The Introduction should be a ‘roadmap’ of your report, stating the aim and the main points of your argument. 1.1 Background (brief introduction of the topic at hand –HRD) 1.2 Scope (Brief summary of the case study) 1.3 Aims (statement of purposes) 2. HRN Assessment needs It would be good if you divide this section into two parts. 2.1. Assessment of HRD needs This should include pure theoretical discussions about “Assessment of HRD needs” (What is it? Why is important? How should it be done? All arguments need to be supported by suitable sources. Arguments from common sense will not be accepted. 2.2. Recommendations to the Ambulance NSW You will need to investigate how they have conducted HRD assessment. Then, based on your studies/research, what recommendations could you provide? This has to be based on theories (2.1) Arguments from common sense such as ‘I think, In my opinion” are not acceptable. 3. Learning strategies This section is related to Chapter 9 and Chapter 10 This section can also be divided into few parts. 3.1 Theoretical discussions You will need to demonstrate your understanding of the various learning strategies (structured learning, semi-structured...
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...| Bachelor of Business (Incorporating Graduate Diploma in Business & Graduate Certificate in Business)Strategic Management467943Semester One 2013 | TABLE OF CONTENTS Item | Description | Page | 1 | Welcome to Paper Overview Paper Level & PointsHours TaughtDelivery ModeIndependent Study | 3 | 2 | Teaching Team & Contact Details | 3 | 3 | Paper Information 3.1 Pre-requisite Requirements 3.2 Paper Aim3.3 Learning Outcomes 3.4 Content | 34 | 4 | AUTonline Programme Organisation | 4 | 5 | TextsRequired TextsRecommended Texts | 4 | 6 | Weekly Programme | 4 | 7 | Assessment InformationBusiness Assessment & Study HandbookExtensions and other Special Consideration Applications (SCAs) Assessment StructureExam Timetable Location Pass RequirementsAssessment DetailsPeer Assessment FormMarking guides | 55556777-111213-15 | 1 Welcome to Strategic Management of the Bachelor of Business, Graduate Diploma in Business, Graduate Certificate in Business and BBus Conjoint Programmes. You are expected to read the contents of this study guide, also available on AUTonline under “All My Courses”. This paper runs for 14 weeks (12 in class and 2 reading/exam weeks), and has one 1.5 hour lecture per week and one 1.5 hour workshop. Students will be required to supplement each hour of class with 3-4 hours of their own work. This is a level 7 paper, worth 15 points. 2 Teaching Team and Contact Details Teaching Team | Phone | ...
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...VARK Learning Style Analysis Learning is a lifelong endeavor, whether it be informal, during everyday life, or formally, in a classroom or as part of career-based continuing education. Learning preference or style is unique to each individual, with no two learning exactly alike. There are numerous learning style assessments and models, VARK, an acronym for visual, aural/auditory, read/write, and kinaesthetic, being utilized for the purpose of this analysis. This analysis will provide a history of VARK, summarize the authors preferred learning styles, visual and read/write, compare the suggested strategies to the preferred strategies of the author and address how knowledge of learning styles can affect both the learner and teacher. VARK History VARK was developed by Neil Fleming, an educational developer, in 1987 to assist both teachers and students (“VARK”, 2015). While individuals’ learning preferences are multidimensional, including environmental, personality, and social aspects, the VARK model focuses on one area, “ways in which people like information to come to them and the ways in which they prefer to deliver their communication” (“VARK”, 2015). Fleming notes that the VARK was not designed to be diagnostic but to simply highlight one’s preferences and furthermore clarifies that preferences are different than strengths. Fleming also acknowledges the debate of whether awareness of one’s learning style is of any benefit and to this he argues, it is what is done after completing...
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...Assignment Brief BTEC Level 7 Diploma in Strategic Management and Leadership (501/1000/7) Learner Name: | Learner Registration Number: | Unit Number: Unit 14 - Strategic Supply ChainManagement and Logistics | Unit Number/Code: D/602/2357 | Credit Value: 15 credits | Guided Learning Hours: 45 | Assessor/Tutor(s) | Internal Verifier(s) | Assignment QA Approval Date: | Date Issued to Learner: | Final Submission Date: | Formative assessment (progress checks) hand in dates. (1)………………………… (2)……………………………… | | Unit AimThis unit provides the learner with the understanding and skills to plan strategies to improve an organisation’s supply chain.Unit introductionThis unit focuses on how the concept of supply chain management and logistics is based on the idea that every product that reaches an end user represents the combined effort of multiple organisations which make up the supply chain and that until recently, most organisations paid attention to only what was happening within their own business. Few organisations understood, much less managed, the entire chain of activities that ultimately delivered products to the final customer. This resulted in ineffective supply chains.In this unit, learners will develop the knowledge that, today, many organisations realise that effective management of supply chain activities can lead to increased customer value and achieve sustainable competitive...
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