Teaching approaches

three systems and appropriate teaching methods, particularly recognition, strategic and affective, the guide aims to identify ways in which differentiated instruction coordinates UDL theory. Varying theories have been proven to be affective in supporting different skills as students learn, from gifted and talented to those providing more support in special education programs. Examples of UDL and Differentiated Instruction (In a Drama Classroom) Figure 6: UDL Teaching Method Supportive Differentiated

Planning, teaching and assessment are essential in the primary school for a teacher to ensure that successful learning and progression takes place. These three components link together however they should not be considered as a linear experience because assessment should not and does not always occur at the end of these processes (Earl, 2003). The process has a cyclic nature where each part contributes to the final outcome; you must plan to be able to teach a lesson, but to do so you must assess

As a practicing teaching, it is responsibility to create and maintain a safe and supportive learning environment for students. Whilst on professional experience at a local school in Cairns, I taught a series of lessons (artefact 4) for a year 8 Health and Physical Education class. In order to effectively teach each lesson, I had to manage the classroom activities and challenging behaviours. I used the ten micro-skills for classroom management to not only manage students’ behaviour but also ensure

The teacher observation took place in first grade level classroom at a private school. The lesson that I observe, was teaching the students about money problems and combining it in real life situation. The teacher who was educating these children, and which I have observed and interviewed was Ms. Dana. As I sat in the back of the classroom observing Ms. Dana techniques of teaching her students, I noticed the way the classroom is set up. Instead of the setting up the classroom with rows of desks

learning and teaching strategies used in own specialism All the teaching I have carried out recently is in relation to people with learning disabilities and challenging behaviour. Some is classroom based, such as Risk and Conflict Management, Autism and behaviour interventions relating to an individual service user. I also used to teach PRICE (Protecting Rights In a Caring Environment). This is a physical intervention course which is practical and physical with no desks; therefore the teaching and learning

Thank you for agreeing to consider my CV and please feel free to share it with other leaders at Griffith University. Let me begin by providing a narrative of where my career is at present in relation to my Research profile, Teaching philosophy, and Leadership experience to show the depth and breadth of my experience. I hope you will see how I could add important new but complimentary capability to leadership at Griffith as a senior academic. Please keep in mind that I have a particular interest

Before delving into the similarities and differences of each country’s approach to teaching math, the article first discusses some of the cultural differences between the way teaching, as a profession, is viewed in Japan, the way teachers are trained to become teachers and how the Japanese school system differs from that of the United States. The article then focuses on several components that contribute to the ways math is taught, the role of homework and seatwork and how each are viewed, the materials

Paramount to my teaching philosophy is building strong relationships with students. By illustrating that I care for their needs and desires, I hope to become approachable and produce a sense of belonging. In my opinion, students possess an innate need to belong to social groups, and the development of positive relationships is imperative to students’ satisfaction of this need. According to Dreikurs, ‘students can often appear to be complicated and confusing to their teachers, most of them simply

Self-Assessment Creating and implementing this unit on division for this diverse fifth grade class was able to help me grow as an educator. While there were many strengths from this unit, there was also some areas of growth that could have been made in order to make the unit even more successful. One major strength from this unit was the differentiation of instruction and assessments. An area of growth for this unit would be to create a stronger behavior management system in order to make the time

guided reading in my classroom. I have spent this summer researching and reading about guided reading in an attempt to gain further understanding of the process and the outcomes before the next school year begins. Guided reading is a method of teaching reading that be used with every reader, whether they are just beginning to read, struggling to read, or are able to read independently (Iaquinta, 2006). According to Anita Iaquinta, there are three fundamental purposes for using guided reading. The