Systematic Approach to Teaching

C. To plan the assessment of occupational competence to address learner needs and current achievements.

Learning Outcome-outline what a pupil will be able to do, know and understand having completed the topic. Lists the resources which will be needed in the teaching and learning of a particular topic. Introducing the topic (in some plans only) outlines an approach to introducing

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

3. Plan and organize appropriate activities that meet the needs of all children within the classroom.

What is the purpose of initial assessment and what kind of methods could be used? Evaluate these methods with reference to the ways they can help in the overall objective of achieving learning goals. How can you ensure learners are kept motivated and working towards these goals?

Instructional technology: instructional guidelines and training materials for technologies such as hardware devices and software applications (Blau & Peled, 2012).

Learning: By applying the rubric to the assessment, I am able to see Johns’ understanding or lack thereof. His work allows me to see where he is in terms of progression of the concept while also allowing me to see the need for adjustments to instruction. Because I am able to see his work, I can go ahead and make decisions regarding and instruction adjustments that may need to

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

Assignment 1- What is the purpose of initial assessment and what kind of methods could be used?  Evaluate these methods with reference to the ways they can help in the overall objective of achieving learning goals.  How can you ensure learners are kept motivated and working towards these goals?

The pedagogies used within the lesson plan and sequence are direct instruction, problem solving and inquiry and explicit teaching. Direct instruction is used to introduce the concept of symmetry; students’ would have been briefly introduced to symmetry in year 3 but as far as the content in the lesson plan it will be fairly new to them. The use of direct instruction to introduce new ideas ensures that the knowledge acquired is accurate; it can then lead to discussion and questioning which draws out students’ prior knowledge and the teacher can build upon what students’ already know. This approach is

These categories are arranged on degree of difficulty, meaning that a learner, who is able to perform at the higher levels (Analysis, Synthesis, Evaluation), of the taxonomy, is demonstrating a more complex level of cognitive thinking.

An area on the lesson planner labelled, ‘Implementing the Lesson,’ (see Page 5 of Appendices One) illustrates the timings and activities of the session. Out of these the following three timings and activities that the learners completed, have been chosen. Firstly, I will examine the

`write objectives as `Pupils should be able to…` statements, as this indicates, to some extent, intended outcomes`. (2009, p.255)

However, the use of modeling, multiple intelligences, scaffolding, and differentiated learning I feel greatly enhanced learning. As a matter of fact, according to Coffey (2013), research showed an effective strategy of instruction is modeling

Across the U.S., technology used in education has been increasing exponentially. Every learning institution ranging from elementary school to college have incorporated technology into their teachings. Online textbooks, quizzes, notes, and classes are all examples of how education has been utilizing technology. While technology has a place in education, not everything in education needs to involve technology.