...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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...ETT4/5 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study Your competence for this course of study will be assessed as you complete the 10 tasks that make up the ETT4/5 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...
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...assignment is to critically reflect on the experience of mentoring and assessing a student in clinical practice. For the purpose of this reflection the Gibbs reflective cycle (1988) will be used. The discussion of the role of the mentor and the effect it can have on the mentor/student relationship will be explored. In turn evaluating the learning environment and moving onto learning and teaching strategies used, reflecting on how they were applied to help the student. Lastly the evaluation of overall performance as a mentor. For the purpose of this work the student will be referred to as ‘A’ to maintain confidentiality and no other names of people or places will be documented . In order to create an environment conducive to learning, the learner must be assisted by the mentor to identify their learning needs (NMC 2006). On the ‘A’ ’s first day, after his orientation, we were able to draw up learning opportunities so that there was an awareness of what ‘A’ hoped to gain from the community experience. The qualities of the mentor are an important element of the learning environment. This includes professional and personal qualities such as professionalism, a friendly nature, understanding and patience (Beskine 2009). Added to this the learner must be made to feel welcome through staff attitudes, this will help the learner to become integrated into the clinical environment (Hutchinson, 2003). Throughout the learning experience it was felt that the mentor had a strong...
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...frameworks. A critical analysis of learning, teaching and assessment strategies as well as educational theories will be integrated and applied. A written re-evaluation of this experience using the recognised reflective cycle of Boyd et al. (1985) will also be incorporated to enable me to effectively analyse my personal and professional development as a practice mentor. Prior to commencing this portfolio the learner and mentor were informed of my intentions and consent was gained freely and independently. The principles of confidentiality in accordance with the NMC (2004, p8) guidelines have been adhered to at all times. Within this portfolio the person being taught and assessed will be referred to as the student or learner. Another person relevant to this process is my mentor; they will be assessing my ability of mentoring and will subsequently be referred to as the mentor, thus protecting their anonymity. I am currently employed as a staff nurse working in an Emergency Department in the North of England. My role as a staff nurse is to work within a team, supporting and assisting other team members to achieve and implement high standards of care delivery. Part of the criteria for this portfolio was for me to choose a mentor that was able to objectively evaluate my ability of teaching and assessment, therefore I chose a mentor who was experienced, knowledgeable and educated within this clinical environment. My mentor also holds an appropriate teaching certificate verified by the NMC...
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...Critically Reflective Account of My Experience of Mentoring and Assessing a Student in Practice Carole Smith Student Number COX07411185 Module Title: Supporting Learning and Assessment in Practice Module No: GM6411 Attempt: First Deadline Date: August 1 2008 Submission Date: August 1 2008 Word Count: 2000 For this assignment I will give an account of my experience while mentoring and assessing a 2nd year student nurse during a six week placement. I will critically reflect on the experience, looking at learning theories, giving feedback and the importance of reflecting on experiences in practice. For reasons of confidentiality I will refer to my student as Sam. A mentor can be defined as a nurse that has reached the Nursing and Midwifery Councils (NMC) mentor requirement and has achieved the knowledge, skills and competence required to assess a pre-registration student nurse in practice placement (NMC 2006). The NMC (2006) has also identified eight mandatory standards that nurses must achieved to become a mentor they include Establishing effective working relationships, Facilitation of learning, Assessment of accountability, Evaluation of learning, Creating an environment for learning, Context of practice, Evidence based practice and leadership. An alternative definition of a mentor as defined by English National Board (ENB) & Department Of Health...
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...Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital. I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a). The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing...
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...School of Health and Education Secondary PGCE Programme Handbook 2015-16 Student Name: Programme Leader: Eddie Ellis PGCE Secondary Programme Handbook 2015-16 Information in alternative formats This handbook can be found online at: https://myunihub.mdx.ac.uk/web/homecommunity/mystudy If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact http://unihub.mdx.ac.uk/support/disability/i ndex.aspx Sections from this publication can be supplied as: • a Word document with enlarged type — sent by email or supplied on a CD or memory stick • printed copy with enlarged type • printed copy on non-white paper • as Braille Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability. PGCE Secondary Programme Handbook 2015-16 Purpose and status of your student programme handbook The purpose of this handbook is to provide you with information about your programme of study and to direct you to other general information about studying at Middlesex University, the majority of which is available on UniHub. The material in this handbook is as accurate as possible at the date of production however you will be informed of any major changes in a timely manner. Your comments on any improvements to this handbook are welcome. Please put them in writing...
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... Head of Department Key Purpose: To plan, deliver and evaluate creative and innovative teaching and learning to learners from levels 1-3. To act as course/subject leader as deemed necessary. To adhere to and administrate Health and Safety policies and procedures. To assist in the coordination of recruitment, enrolment and induction of students. To contribute towards the planning and effective running of the curriculum and department. Specific Responsibilities 1. To deliver high standards of teaching and learning and to monitor assessment processes in accordance with examination requirements. To be responsible for creating and maintaining a safe working environment. • The delivery of Core and additional programmes including Key Skills/Functional Skills and additional support as appropriate. • Producing schemes of work, lesson plans, assessment plans, learning materials and any other related activities that impact on the effectiveness of learning. • To ensure compliance with collegiate Health and Safety policy. • To ensure compliance with health and safety requirements/supervision of learners in vocational work placements • To work pro-actively to forward the success and vision of the department. 2. To act as a course and/or subject team leader by undertaking the following responsibilities: • Liaising and agreeing a programme of learning with the Head of Department i.e. choice of modules/units. • Timing and scheduling of lessons...
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...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 to demonstrate their strength...
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...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
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...1) I will analyse the experience between myself as a mentor and the student under the supervision of a qualified mentor. The learning styles, The name of individuals involved shall not be mentioned in order to protect confidentiality in accordance to the Nursing and Midwifery Council (NMC, 2008) Emphasis will be put on how an environment may be created to foster a long life learning and teaching and the learning strategies that were utilised, coupled with principles of assessment and the assessment tools that were used. The role of a mentor in facilitating learning will also be appraised. What is reflection? According to, Taylor (2000), “reflection means the throwing back of thoughts and memories in cognitive act such as thinking, contemplation, meditation and any other form of attentive consideration in order to make sense of them, and to make contextually appropriate changes if they are required”. The purpose of reflection as stated by John (1999) is to promote desirable practice through the practitioner's understanding and learning about their lived experiences. John (1999) mentorship reflection. This mentorship encourages practitioners to work through a series of reflective cues, the last of which is concerned with personal learning. John (1999) mentorship provides a good example of an approach to reflection on action or reflection on practice. Reflection on action, which takes place after the event, allows the practitioner to revisit an experience with the intention of...
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...innovation can be adapted for all staff.It will demonstrate achievement of the learning outcomes (6.1) The development of effective relationships with learners within the context of practice, (6.2) The opportunities and limitations of practice as a dynamic learning environment in relation to the facilitation and evaluation of learning in practice and (6.5) Examine a range of methods of assessment and select those which are appropriate to assessing knowledge, skills and values. It has been created as the Primary Care Trust has an existing pack but it is merely a welcome pack which lists information about the organisation, link tutors and spoke placements and fails to address the individual learning need and style. Previous ideas and suggestions of students and team members have been considered, in addition to a recent team audit on student experiences and the pack will be an overall strategic plan for the department. The pack (appendix 1) will include a welcome letter, list of staff and contact numbers, mission statement, map of area, bus timetables, hours of working, and uniform requirement. It will also include an outline of the learning opportunities and the role and responsibility of the district nurse. Documentation will have to be completed prior to the placement and this will include a Honey and Mumford learning styles questionnaire, which has been developed from Kolb learning styles...
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...CURRICULUM AND ASSESSMENT ASSESSMENT IN PRIMARY SCHOOLS Draft Document – Work in Progress FEBRUARY 2004 ASSESSMENT IN PRIMARY SCHOOLS NCCA Draft Document FEBRUARY 2004 1 Contents Preface 5 1. Introduction 7 Education Act 1998 9 Primary School Curriculum (1999) 10 Developments in assessment since 1990 10 Context and purpose of an overarching statement on assessment 10 The structure of the document 11 2. Recent developments in assessment 13 Assessment for teaching and learning 16 Assessment across the curriculum 16 A range of modes of assessment 17 Assessment and the early identification of learning difficulties 18 Recording and reporting the results of assessment 19 Assessment competencies 19 Professional development for teachers 20 2 3. Re-envisioning assessment 21 What is assessment? 23 Assessment for learning and assessment of learning 23 Assessment and Information and Communications Technology (ICT) 28 Access to assessment information 29 4. General considerations in developing an overarching statement on assessment in primary schools 33 5. Developing a school policy on assessment 37 The use of assessment results for the purposes of assessment for learning 39 The use of assessment results for the purposes of assessment of learning 40 The different dimensions of the child’s learning and development ...
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...Explain the role of Assessment in teaching and learning process. 1.1 Explain the function of assessment in learning and development. “Assessment is a way of finding out if learning has taken place. It enables you to ascertain if a student has gained the skills, knowledge and/or attitudes needed at a given point towards their programme of learning”. Gravells (2010 page 110). It is primarily a gauge for the teacher and student to be able to measure progress against set criteria. Assessment can be broken down according to its purpose, that of assessment for learning, assessment as learning, assessment of learning and evaluation. Assessment for learning may begin with initial and diagnostic assessments where a teacher can learn from a student any previous learning/study that will assist in the forthcoming teaching. This can take the form of testimonies from previous teachers, portfolios, certificates and conversation. This will allow the teacher to identify a starting point and capability of a student to achieve the required outcome in the learning they are about to perform. In my own role of teaching Professional Updates the students will present a workbook linked with the coming PU lesson which they will have completed prior to the PU training. I will examine and mark the workbook to check on their knowledge and understanding. This will give me an indication of a student’s strengths and weaknesses before the training commences and allows me to tailor the lesson plan to...
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...In this essay I aim to reflect and critically analyse my completion of the learning development plan and to identify how the skills and knowledge that I have gained as a mentor will enable me to lead learning in my area of practice. I will be using the What model of reflection (Driscoll 2000) throughout this essay. What? - As part of the mentorship module I was required to complete a Learning Development Plan (LDP). Part of the LDP involved writing a lesson plan which was then taught to a student under the supervision of my mentor. A copy of the lesson plan can be found within the LDP. An assessment plan was then used to evaluate the learning that had taken place and to assess the competency of the student. I am employed as a Paramedic Practitioner by a National Health Service (NHS) Ambulance Trust and I decided to teach the skill of Intubation to a student Paramedic. The lesson plan included assessing the level of knowledge of my student at the start in order to pitch the lesson at the right level. Gopee (2008:47) cites Ausubel et al (1978) on the view that most meaningful cognitive learning takes place as a result of interaction between the knowledge the individual already processes, and the new information that the individual encounters. Thus the most important factor influencing the learner is what the learner already knows. In order to assess my student, I used the Airway Management assessment sheet currently in use by my Ambulance Trust (NHS Ambulance Trust (name withheld)...
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