Digital And Collaborative Learning Practices

Justify the types of records you would keep for assessment and in the wider context of your teaching.

With informational technology such as laptops, tablets, kindles, and iPads being more and more prominent in education like high school and college, it opens many doors to new possibilities of learning. Now it obviously has some negative outcomes like bullying and students being unable to acquire certain technology for school, but these negative situations all have solutions to make them positive. Informational technology lets students connect with teachers in new ways outside of just the classroom.

In my teaching practice I have used my organisation’s session plan template which prompts me to include differentiation in my teaching activities, resources used and assessment which should be linked to my learning objectives. For example in my session plan I put lots of exercises, in the teaching activities column, details of the extension tasks are included. When planning our resources I need to consider any special learning needs, for dyslexic students we would print hand-outs on coloured paper. There is also a section on the session plan headed individual learning needs, in this section I can add information on additional learning needs or learning styles e.g. VARK (Fleming, 2005). On my session plan I have included the names of learners that may require additional help with activities, one learner has reading difficulties and for the other learner English is not their first

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

Must be “based on the individual needs of the students and not on a disability category.”

Devora knows the material but does not apply herself often on assignment. Because of this I try to make sure that the lessons are engaging and that the formative assessments are engaging. On the pre-assessment Devora scored five out of ten. She did not answer question number five or question number ten. I feel like she did not try to answer the question because she was not will to try. While I was teaching my lessons I tried to create an environment where student were able to share his or her ideas without the fear of being wrong. Devora also missed the question number three which asks: How many people took the survey? There were not very many students who knew that vocabulary so they were unsure how to answer the question. I explicitly taught the word survey as a vocabulary word and had the students use it. Because of this only three of students were unable to answer this question on the post-assessment. My main focus with the students like Devora, who are on grade level, is making sure that they were engaged and that the students can make connection to their

Schools need to embrace the new world of technology and encourage it. Students are changing, teachers must change too(10 reasons) Teachers education needs to be modified to reflect demand of moderate classrooms. Students deserve educators who will teach in a more open and productive atmosphere. Teaching with technology and teaching about real life skills could be what is needed to encourage students. Students want to learn skills that they are actually going to need later in life.

Research and produce a checklist and evaluate your current learning and teaching environment in relation to it for –

Include the type of disability, the student’s individualized needs of the student, and any pertinent information about the student(s).

I need to monitor and assess the progress of each student by maintaining accurate record using a variety of assessment tools, gaining feedback, formative informative,formal and informal whilst also maintaining my organisations requirements.

These essential questions included 1. Does technology help or hinder our ability to communicate with others? 2. Does technology help foster (grow) community or destroy it? 3. Does technology help promote or hinder our knowledge? and 4. Does technology strengthen or weaken individual relationships? Students needed to discuss with one another to determine what would make an effective claim for the first three of the four essential questions, provided feedback to one another about their claims, and also worked together to develop strong wording for each claim. They then crafted their own claim statement for the fourth essential question, shared their claim with me which was then added to a Google Document that students could comment on, and then provided constructive feedback through the comments feature to provide feedback to their peers. This act of collaborating helped reinforce this skill, which is also one of the unit objectives, and the second-lowest average on the initial formative assessment rubric (4 out of 5). Before the project, I spoke with case managers, who have these students in a guided study hall setting, to let them know that my students needed to collaborate with their classmates on this formative as a means of successfully completing the project and a unit objective. After the formative assessment had been scored, I was told that students in Groups A, B, D, and F used Access time to work on this task. Once I

Accurate, factual, up to date Record keeping is a very important part of a teacher’s role. They need to keep effective assessment records for every student. It allows both teacher and the student to reassess the teaching-learning relationship. This identity’s which students need more help, guidance and support and helps them understand what they need to do next to improve their work. This enables the teacher to base their lesson plans on a detailed knowledge of each pupil. Records tell us what has been taught and when. It helps underpin the courses structure by telling us the complete history and progress of both student

Another weakness is teacher training development, there is not enough professional development training for the teachers.

Today, schools are being pressured more and more to improve the technology they use and teach in the classrooms. Parents are placing this pressure on schools so that their students have the skills needed to compete in the real world job market. Students are placing pressure on the schools to improve technology by having more knowledge of

Collaborative learning is founded on the idea that the learning process is a naturally social act which requires the participants to talk among themselves. Collaborative learning involves small groups of students who act on a structured learning activity to solve a problem, complete a task, or create a product. In simpler terms, the students work in groups to learn or understand a new concept they are studying. In this learning approach, it is important to understand that the students are accountable for individual work as well as the group work they do as a group in collaborative learning