Active-Learning Theories

I will design my lesson in such a way that each child can actively participate in the learning process. I believe in positive reinforcement

While observing students. Use a check list to formally assess students progress and understanding of the objective.

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

6. Show up to meetings and if meeting was missed contact the others in the group to be updated as to what was missed. 7. Complete assignments before class and group meetings. 8. Assist others if having trouble with assignments within the group. 9. Adapt to change in curriculum – remaining flexible. 10. Under any and all circumstances, get what work I am allotted to do, done and turned in on time. 11. If I am sick and unable to make it to class on the date a group assignment is due, I will call my group members to make other arrangements to get my work turned in on time. 12. Will do my share of the group work, there will never be an occasion where one group member does all of the work nor will there be a time when a group member does none of the work. 13. Will do everything in my capabilities to help my fellow group members understand each and every concept and problem. 14. Will

Make judgments on successful completion or otherwise then giving constructive feedback in order to help further the learner or help for successful completion at a later date. A record should be made in order to track each learners progress.

Feedback is important in an assessment but it must not be negative, just be constructive but positive. You can use a sandwich approach; start with positive feedback, then constructive feedback, the ending on positive note. Giving the learner a positive action plan and reassurance that it can be achieved.

To ensure that I have met the needs of the learner I continually observe and assess the students. I will have questions and answer sessions at regular

Three main theories of education exist: behavioral, constructivist, and cognitive. I find myself ideologically aligned most closely with the constructivist approach, yet for reasons to be explored later in this document, find the theory one that can only offer guidance for my actions as a teacher a portion of the time I am working with students. Constructivism means students don’t just absorb information and understand

Once have identified the students needs and have planned and designed the course I can then deliver or facilitate the learning. I can use different styles and activities to keep the students interested. I can invite comments and discussions to enhance their learning. This could promote inclusion of the quietest of the students and also give me time to carefully observe and assess their learning . I may need ice breakers and energisers at times and also maintain any ground rules that may have been agreed at the beginning of the course by the students. I must conform to codes of practice at all times ensuring also that I promote respect, equality and diversity. I will also try to embed language, literacy, numeracy,and ict

I know that children learn in many different ways. Observing, experimenting, reading, and listening are a few of those many ways. I have learned that people learn best when the information is something that they are interested in. I am going to strive to make every lesson fun, and applicable to my students. I favor using many methods to teach, including lecturing, cooperative learning, project based instruction, and “hands-on” activities. I want the classroom to be a place that the students enjoy, not a boring place. I believe that every child has an innate hunger for learning and becoming successful. If I can harness their craving and aim it in the right direction, I believe I will be successful in helping these students achieve what they are looking for in life.

I will be walking around in class examining them as they participate in their project. I will also be walking around helping them with their projects if they need my help I will answer any questions they have and provide them with my experiences. One of the reasons why I will require feedback from my students is that I will have them grade their teammates for the project. Then I will have their classmates grade them on how well they did on their presentation to the class. I will of course be providing a laptop to each group so that they can get this presentation set up. Then there might be some limitations when examining what the students could do and what they couldn't do that that's why I Then set up in teams so that it's just not relying on only one student but multiple

“Award-winning teachers with the highest evaluations can produce the same results as teachers who are getting fired.” He asserts that he is “far more interested in learning than teaching,” and envisions a shift from “teaching” to “helping students learn.” The focus moves away from the lectern and toward the physical and imaginative activity of each student in class. The active-learning approach challenges lecturers to re-evaluate what they can accomplish during class that offers the greatest value for students. Mazur cites a quip to the effect that lectures are a way of transferring the instructor’s lecture notes to students’ notebooks without passing through the brains of either. (He also likes a quote from Albert Camus: “Some people talk

Receiving Feedback From Students and Parents Collecting feedback from both students and parents are an integral part of building a learning program that best serves the school. Teachers can use feedback to modify their strategies, methods or content or use feedback to gain an idea of where a student sees him/ herself There are moves towards designing and "modifying reporting systems to more effectively communicate what students are learning and how well they are learning."

There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. Students