The Teaching And Learning Cycle

1. Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

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

Included below is an example of initial assessment and diagnostic assessment for both Numeracy and Literacy, which shows how I use this within my teaching practice.

Comprehension as a process is an intriguing phenomenon. The ability to understand a particular student is affected by inevitable factors such as age and intelligence of that individual. The method employed during teaching is a constant factor. The intelligence quotient varies between various individuals. It is, therefore, paramount to always employ an effective means of teaching. This entrusts a feeling of equity ascertaining that all students acquire a minimum preset level of comprehension of the subjected lesson. The forged policies and pedagogy is a by all means a basis of universal teaching that can encompass a qualitative learning process. This can be achieved by several factors such as learning some characteristics of

In “How Students Learn: History, Mathematics, and Science in the Classroom,” M. Suzanne Donovan and John D. Bransford open the chapter by saying “Many of us learned science in school by studying textbooks that reported the conclusions of what scientists have learned over the decades” I related most to this text because mostly everything that I’ve learned was from studying a textbook ever since seventh grade and till this day. The quote above is especially true when you enter college level sciences, for example, my college professor for my introduction to Biology would lecture briefly about one chapter up until the exam. Only to find out that chapter is not on the exam, and in order to get the good grades on the exams students sort of had to

There are six phases to the curriculum review cycle, including this review, recommendation for adoption to the board, implementation of the new materials, development and enhancement of formative

At Indiana University, I have an graduate assistantship in Residential Programs and Services (RPS) as a Graduate Supervisor. The residence hall that I supervise is Forest, located on 1725 E. 3rd Street. Paul Hafner is my supervisor. Being a Graduate Supervisor, I have learned that I play a key role in developing residents academically, mentally, and socially. A resident's growth and development can be achieved in a variety of ways. Being a graduate supervisor, I have adopted the philosophy of learning reconsidered.

The art of teaching involves different styles and methods of instructing. An educator’s ability to apply effective instructional strategies should understand how students learn. There is no single learning approach or style that works for every student.(Cetin) This paper will reflect upon my observation and participation during my field experience and demonstrate how it relates to the concepts of course material studied during this semester, “EDUC 2130, Exploring Teaching and Learning”.

Without a doubt education is the most essential part of learning process, where students are taught to be independent and encouraged critical thinking skills. There are various ways to which one can learn. Some of the most common methods used in teaching are “Banking Concept of Education” and “Problem Posing Style.” The different of methods teaching are studied in detail by Paulo Freire in “Banking Concept of Education” and by Richard Rodriguez in “Achievement of Desire.” Reading the both essays and looking at the educational experience of Richard Rodriguez, one can assume which kind of pedagogy was used. Looking through the perspective of Paulo Freire on the educational experiences of Rodriguez throughout his schooling career falls into “Banking concept of Education” because he priorities memorization, alienates from his family, lacks of personal ideas, and develops a habit to follow orders from instructors.

To begin with, TPE 2 consists of different factors in performing the teaching job. First, teacher should demonstrates knowledge of confidentiality provisions and requirements. For this reason, teacher needs to make sure all personal and testing information are confidential. It can only be shared with IEP team who are involved in the student’s education. Second, teacher should demonstrate working knowledge of basic tests and measurement principles. With this in mind, it is essential that the teacher knows how to implement the assessment tool while making sure that the student knows how to follow the instructions. Third, teacher should demonstrate skills in the assessment of students with Moderate/Severe disabilities, collecting and using multiple sources of information to assess student learning. In order to have accurate data collection, teacher should use formal assessments such as Brigance or WIAT III and informal assessment such as San Diego Quick Reading assessment,

Teaching physical education is one field of teaching that involves a lot of flexibility. Not just physical flexibility, but flexibility to adapt and adjust to students and curriculum that is require. There are three distinct teaching styles that teachers should use in order to give their students a more well-rounded education. There is direct, indirect, interactive teaching. Each strategy can be applied to physical education and is important be incorporated into a teacher’s syllabus to guarantee that their students learn.

The best member is selected as the teacher in each iteration. The teacher trains his/her students. In practice the teacher can only improve the mean of the students’ knowledge. Students’ improvement depends on the students’ aptitude for learning. The knowledge of each student is changed according to the following equations:

These skills or behaviors are arranged in an instructional hierarchy which, when properly understood and used, takes students to very high levels of achievement. This view has influenced the development and nature of iSTEEP assessments. The assessments used in RTI are most frequently those which derive from curriculum-based measurement (CBM). CBM type assessments originated in Precision Teaching (PT) with individuals such as Clay Starlin using oral reading fluency probes and phonemic awareness probes in the late 1960’s and early 1970’s prior to the “invention” of CBM by Stan Deno in the late 1970’s. The use of assessment in iSTEEP is more aligned with the original goals of PT than with CBM as it has evolved. A major difference between PT and CBM is the manner in which performance criteria are established used. Binder (1990) conducted an analysis of CBM and PT and observed differences in how standards for performance (now called benchmarks) are developed and used. PT uses performances standards. A performance standard is the level of performance for a skill that will support retention, maintenance and application of the skill. Data are used to set performance standards for important prerequisite skills such as phonemic awareness and oral reading fluency so that acquisition of these tool skills leads to smooth and quick progression through a curriculum or skill hierarchy. In contrast CBM

The methodology used for this study is lesson study research which is a from of action research. Lesson study research methodology is classroom based, collaborative and professional learning originating from Japan. It is a ‘systematic investigation of classroom pedagogy conducted collectively by a group of teachers rather than by individuals, with the aim of improving the quality of teaching and learning’ (Tsui and Law 2007, p. 1294). Typically, a lesson study will involve small groups of teachers collaboratively planning a ‘research lesson’ which one teaches while other members of the team observe with a focus on the learning and participation of selected case pupils (Dudley 2013). The lesson is then evaluated and revised for further teaching to other groups (Hiebert and Stigler 2000). The process of lesson study research begins with teachers collaboratively identifying a learning barrier or a challenge that is present in their classroom. Teachers will then respond to this by planning and evaluating a research designed lesson. One person will firstly teach the lesson whilst the other observes the pupil’s learning and how the learning barrier is being addressed.