Intended Learning Outcomes

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

understand in this lesson. In the next session we go back to the board and re-cap on to check their understanding about what they said.

Effective assessment will identify individual educational needs of all children as well as informing them about their specific performances and achievements, this will then allow teachers to use approaches that are personalised to the needs of a child. Assessment can be used not only to measure learning but also to promote learning by teaching pupils how to ask questions as well as answering them, by emphasising to a child that it is acceptable to ‘have a go’ and that by giving the wrong answer is still an opportunity to learn. It further provides the student with an understanding of what levels they are working at, what level they would like to working towards, and plan on how they are going to reach that level.

As well as the quality of spoken language that children hear on a day to day basis will have a vast impact on the grammar and language they use. Therefore teachers and all teaching staff should ensure they continue to develop children’s confidence when it comes to communication by developing the skills needed to explain their understanding this is also vital when it comes to understanding and explaining of books or other recourses. All children should have access to and be encouraged to develop their role in drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre

Year-End Progress Update - Describe the final results of your action plan and how successful you were in meeting your goal and impacting student achievement.

Growing up has not been easy, but it’s a part of life we all go through, Like in the Disney Movie Meet the Robinsons you need to “Keep Moving Forward”. In Life we have to take challenging Obstacle courses that are not so easy but it helps us in life. One challenging obstacle course that we take is school, to be exact High school. In high school to get to the top you have to fail because from failing you learn, because you learn from your mistakes and “Keep Moving Forward” and you do your best to do a better job the next time. From success not so much because you are not learning anything out of it. Vista del lago students are required to learn special goals known as Expected school- wide learning Results known as (ESLRS).

I praised the group as a whole and said something positive to each child eg: read with enthusiasm, great ability to break down the words, you didn’t give up, well done for reading so clearly and how confident he/she sounded. Always leaving the session on a very positive note!

In the Fall 2016, HIT 101 course, one student received an A and two students received Bs The lowest score of all students in both midterm and final exams was 76 percent and the highest score was 95 percent.

Assessment is the process of establishing the nature and quality of our students’ learning and measuring whether learning has actually taken place. Assessment is a key part of the teaching cycle because it enables us to measure achievement against set standards in order to ascertain if our trainees have acquired the skills and knowledge needed at a given stage of training, to diagnose learning needs and to select for further training. It is also the means by which we measure learning at the end of a course and certificate achievements.

Dr. Rekha S. Rajan writes about how she implemented a twenty-minute structured dramatic play into class time to encourage children to learn to solve conflicts on their own. She first does this by gaining insight on the children’s feelings with a personal story time. Each child tells a story that made them particularly sad, mad, upset, or happy. She then takes those experiences and creates a pre-determined scenario to which, the children will play different roles, share ideas, and come up with a solution.

This activity was authentic in showing the knowledge of students in pairs but was hard to tell which individuals gave the most input. It was necessary to make students do the task in pairs to encourage students to learn from each other in discussion, after all assessment is about improving learning so sometimes sacrifices have to be made. This also shows authenticity can be hard to prove in practical as well as theory.

After about two weeks of playing theater games with the students to motivate them and get them out of their comfort zone it was time to begin our reader’s

In the case of play, there has being a long time, been misunderstood as the opposite of work or something not serious. Actually, using play to mentor children does not mean the curriculum is not professional and beneficial. In contrast, it means cherishing children and respecting the nature of learning at their age. In fact, play is essential for children’s development and for their learning life skills. Pramling & Fleer (2009) suggests that there is no standard definition for play, it is more like an attitude of mind, play could be viewed in its broadest sense as describing almost all the activities that young children engage in. In this essay, I briefly describe the value of play and how play relates to children’s learning and

with the use of visual stimuli. So the objectives for each specific lesson work together over the unit deepening pupils understand of the way dance composition works. Also, the same set warm-up is purposely used over the span of the three lessons to allow pupils to the opportunity to improve and although a shortened version is seen in lesson 2, pupils are asked to recall the previous weeks work instead. The reason for the alteration in lesson 2 is setting a recall task will improve on their movement memory skills but also keeping them moving and focussed (the sole purpose of the warm up in this instance) without impinging on time. The movement phrase taught by the teacher in lesson 1 is intended to add to

Despite the claim that Drama in Education ( DIE) as a pedagogy dimmed its popularity in the Western world since 1990 until 2016 (Gallagher, et al. , 2017), in the year of 2011, Morrow, et al. included it as one of the best practices in literacy instruction. Some of the teachers who had the experience of trying process drama in their classrooms found that the pedagogy improved students’ participations, pushed students to use their imaginations, performed deeper understanding of the topics being learned and made the students learn to have empathy ( Long, 1998). Do the voices from the classroom resemble to what researchers and theories have to say on process drama?